


LIBRARY OF CONGRESS. 

?&UT- 

Chap._Copyright No... 

ShelL.hi.j3-4 5 
_ U37 

UNITED STATES OF AMERICA. 




































( 


























A PARSER AND 


ANALYZER 


FOR BEGINNERS 


WITH 


DIAGRAMS AND SUGGESTIVE PICTURES 



PROFESSOR OF THE ENGLISH LANGUAGE AND COMPARATIVE PHILOL¬ 
OGY IN LAFAYETTE COLLEGE, AUTHOR OF “ METHOD OF 
PHILOLOGICAL STUDY OF THE ENGLISH LANGUAGE,” 

“ COMPARATIVE GRAMMAR OF THE ANGLO- 
SAXON LANGUAGE,” ETC. 


( 





NEW YORK CINCINNATI CHICAGO 


AMERICAN BOOK ('OMPANY 



Copyright, 1869, by Harper & Brothers. 
Copyright, 1897, by American Book Company. 


PREFACE. 


This book is made so as to train the pupil 
to see, hear, and think, as well as to remember 
rightly. The briefest accurate definitions and 
rules are given; the rest is problems which the 
pupil is to solve, and so work out the meaning 
and application of the definitions and rules. 
The exercises should be handed in on a slate or 
paper; then each pupil should go to the black¬ 
board and work out a part anew, and recite it 
from the board. The teacher should give abun¬ 
dant illustrations and explanations. To hear 
them fresh from living lips is a different thing 
from struggling through them in print. Minute 
directions to teachers will, however, be found 
all along. 

The pictures furnish common objects to name 
and describe. 

The diagram analysis will be found easy, 
stimulating, helpful every way. Most of the 
forms are like those which Professor R. S. Storrs, 
of Hartford, has worked out in teaching deaf- 
mutes. Teachers who use this book will join 
me, I am sure, in thanks. 

The work is progressive. If it goes hard, re¬ 
view. Haste is waste. A live teacher may well 
find in two chapters enough for a first term. 



PREFACE. 


lV 


Persons familiar with Professor S. W. Clark’s 
Grammars will recognize the close resemblance 
of the system of diagrams in this book to that 
in his “English Grammar for Beginners” and 
“Normal Grammar.” The use of the diagrams 
in this book is by his permission. 


ALPHABETICAL TABLE OF CONTENTS AND 
ABBREVIATIONS. 

[The figures refer to the page.] 


abs. —absolute, 70. 
detractive, 71. 
atradjective, 11-15, 24. 

clause, 62, 74. 
ady.=adverb, 26,28, 80. 

clause, 62, 70, 76, 78. 
analyze, meaning of, 30. 
antecedent, 74. 
apostrophe, 9. 
a^rappositive, 76, 78. 
a/tr articles, 15. 
an, 76. 

afrattributive, 24, 28. 
auxiliaries, 44. 

b , 39-50, 62, 63,69-7S. 

c.=cardinal, 13. 

case, nominative, 9, 30, 32, 64, 70. 
objective, 9, 31, 34, 68. 
possessive, 9, 30, 33. 
clause, 57, VI. 
collectives, 58. 
combinations, 2S. 

-common, 3, 5. 
c. — comparative, 12, 26. 
compound perfect, 69. 
conj.=conj unction, 57, 62, 78. 
conjugation, 38-78. 
r.=nco-ordinat.e, 57-61 
c.zrcopulative, 20, 32, 58. 
correlative, 57. 

dative, 34. 
declension, 30-33. 
de/.=definite, 15. 
dew.—demonstrative, 14. 
d?',s.=distributive, 14. 

do, 6S. 

emphatic verb, 68. 

factitive, example of, 81. 
/.—feminine, 4. 
finite, 20, 30. 
ftth=future. 44, 74. 
fut.perf .—future perfect, 49, 74. 

prom. =promissive, 45, 74. 

gender, 4, 5. 

imp. ^imperative, 52, 64, 78. 


i/jd.=indefinite, 14 15, 78. 
ind. vindicative, 38-52, 71-74. 
indep. ^independent, 64, 8 . 
i»/r infinitive, 52, 66, 78, 82. 
jut.^interrogative, 33. 
verb, 68. 

int.— interjection, 80. 
[.^intransitive, 20. 
ir.=irregular, 42,46. 

wnnasculine, 4. 

v/meuter, 4. 

wow.=nominatlve, 9, 30, 32, 64, 70 
nmottu, 1-9. 
num .=num era! ,13. 
number, 6, 3S, 53. 

ohj. ^objective, 9, 28, 31, 34, 68, 80. 
without a preposition, S3, 86 
predicate, 68. 
double, 81. 

o. =ordinal, 13. 

participle, 46, 52, 69, 78. 
parse, meaning of, 30. 
pass. ^passive, 71-78. 
jrast, 40-43, 54, 63, 69, 76. 
past perf , 48. 56, 71. 74, 76. 
per/.=perfect, 46, 55, 71, 74, 76, 78. 
person, 8. 

p. i=personal, 8, 31. 

^d.—plural, 6, 58. 
p.^positive, 12. 

poss. =possessive, 9, 30, 33. 
^jof.ripotential, 52-56, 76. 
pred.=predicative,lS, 24,26, 28 32, 
68 . 

wre».=preposition, 34. 
pre.<j.=:present, 38, 39, 53, 62, 69, 71^ 
76, 78. 

principal parts, 46. 
pr.=pronoun, 8, 31. 

pronominal adj., 14. 

' prproper, 3. 
progressive verb, 71. 

ree. -irreciprocal, 14. 
reflexives, 31. 
ret/.—regular, 40. 
r. ^relative, 74. 







VI 


CONTENTS. 


sentence, 18, 57. 
s.=singular, 6, 58. 
aubj.— subject, IS, 22, 30, 58, 76. 
of infinitive, 68. 
of participle, 70. 
subj. =8ubjunctive, 52, 62, 78. 
s.=subordinate, 62, 70, 74, 78. 
substantive clauses, 62, 78. 
s.=superlative, 12. 


than, 62, 84. 
that, 14, 74,78. 
f.=itransitive, 20. 

t>.=veib, 20, 38-78. 
voice, 71. 

ivhat , 78. 

lies, 80 . 


DIA G RAMS. 

Signs, predicative ( | ), IS ; quasi-predicative ( ), 65, 68, 70, 81 ; attrm 
utive (-), 22, 24 ; objective (V), 20 ; dative (\), 34; adverbial (=), 26, 
34; words supplied ( () ), 5S. For the parts of speech, use the formei 
table. For connection of clauses, co-ordinate, 57; subordinate sub- 
65 a 68 V 70 7 8'» 7 8i 82,84; adjective ’ 75 ’ 86 ? adverbial, 63, 70, 84; quasi- 

M try smiled. John ran, IS. Fairies are pretty, lie caught me, 20. 

A cro-s boy is bad, 22. A teacher likes cheerful faces, 24. 

A leally good teacher likes cheerful faces very much, 26. 

It is she, 32. Whose book is that? 33. 

Me i of money give it to us with caution, 34. 

I rank will tell us, 41. l ie had taken his son to Paris, 48. 
l ie should run to a doctor, 54. I saw and I conquered, 57 
Mary and I m rri d early 58. 

Washington was first in war and first in peace, 59. 

New \ ork is a great and growing city, 59. 

* -taS? lEiSwgLt US “” mer nnd 

1 was ^;yr her - 1 - 

No man can be gr, at unless be toil greatly 63 

Try it, ag tin, John, if \ on fail, 65. 

l ie came to fish. He begins to weep, 66. 

lie is able to work. To live is sweet, 67 

I w.sl, them to be men, 68. He came up,.running, 69 

She running be ran. When she ran, he ran, 70 ’ 

, fe whSTAon? T5. e ,Vh0m l0ve love us - Ul ‘“ <* 

Cicero, the orator, spoke with fluencv, 77 . 

\A 7 . ee < W - iat . is ‘ 1 saw that he wept, 78 
died, 1S 79 ng 53 expedient - that you may see. It is true that he 

I 0 ™ T* tI ■ te “ h him Gre ‘ k - Make us men, 81. 

Right means str'aUit Tir 11 W ^ to dio ‘ To know thyself is hard, 82 
Tl ° at . ra, & ht \ Thls man is worth millions, 83. 

rt-neial said, Lp, boys! Good eyes are better than classes 83 
There was a castle called Doubting Castle, 85 g 81 

So H™a “de^'so H,e < ’ ,Mr " «• * f*. « 





PARSER AND ANALYZER 


CHAPTER I. 

NOUNS. 

LESSON FIRST. 

[Fowler’s Common School Grammar, § 3.J 
Introductory Exercise without Book. 

1. —Teacher A uoun is a name of a person, place, or thing. Is doo\ 

a noun ? 

Pupil. Door is a noun. 

Teacher. Why do you call it a noun ? 

Pupil. Because it is a name. 

Teacher. What is it the name of? Point out a door! 

[The pupil should be made to go to the door and touch it, or at least direct 
his eye and finger toward it ; and so in each of the following ] 

2. —Teacher. Is window a noun ? Why ? Point it out ! 

3. —Teacher. Is dexk a noun ? Why? Point it out ! 

4_Teacher. Is chair a noun ? Why? Point it out! 

5. —Teacher. Is through a noun ? 

1 upil. Through is not a noun. 

Teacher. Why not ? 

Pupil. It is not a name of any person, place, or thing. 

Teacher. Can no one point out something called a through ? 

6. —Teacher. Is book a noun? Why? Show me a book ! 

7_ Teacher. Is of a noun ? Why not ? Show me an of! 

8.—Teacher. Is finger a noun ? Why? Show me a finger! 

9_ Teacher. Is and a noun ? Why not? Show me something called 

an and ! 

10.— Teacher. Is hand a noun ? Why ? Show me a hand ! 

For the next lesson, learn by heart the large print at the beginning of 
Lesson Second, and write on your slates the answers to all the ques- 
tions. I shall ask you to tell me why, and point out , just as I have 

to-day. 



2 


THE NOUN. 


LESSON SECOND. 

[Fowler’s Common School Grammar, § 3.] 

A noun is a name of a person, place, or thing. 

1. Which of these words are nouns: door , window, through, 



2 . 

3. 


ear i °fi finger ? Write them one under another, and put 
after each n. for noun. 

Write three nouns, names of things used in school. 
Which are nouns of these: finger, yet, hook, is, thumb, 
eye, from ? 

4. Write three nouns, names of 
parts of the head. 

3. Write three nouns, names of 
articles of dress. 

6. Which are nouns of these : 
shoes, over, under, hair, had, 
with, chin ? 

7. Write three nouns, names of 
things to be pointed out in the 
picture at the right. 

8. Which are nouns of these: 





wedge, up, down, hammer, stump, swift, is. 

9. Write three nouns, names of parts of the hand. 

10. Write three nouns, names of persons in school. 

11. Which are nouns of these: finger, thumb, was, mallet, 
if, palm, fist ? 

12. Write two nouns, names of parts of a door. 

13. W rite two nouns, names of parts of a window. 

14. Which are nouns of these: hinge, from, pane, sash, on, 
chin, panel, yet, hook ? 



















COMMON NOUN, PROPER NOUN. 


3 


LESSON THIRD. 


[Fowler’s Common School Grammar, §§ 4, 160.] 

(Review each day, orally, the lesson of the day before.) 

A common noun is the name of each of a 
kind. 

A proper noun is an individual name. It 
'should begin with a capital letter. 

Teacher's Questions —I. Is door a noun? Why? A common or 
proper noun? Why? What kind of thing is a door? [Use a dic¬ 
tionary, if necessary.] II. Is London a noun? Why? A common 
or proper noun ? Why ? I)oe3 it tell the kind of place ? 



1. Which of the following are common nouns, and which 
proper: door, London, through, Charles , out ? Write them 
one under another. Put 
after each n. c. for noun 
common, or n.p. for noun 
proper. 

2. Write five proper nouns, 
names of places you 
would like to see. 

3. Which are common 
nouns, and which prop¬ 
er nouns of these : ham¬ 


mer, was, Washington , over, wedge, father, is? 

4. Write nouns for names of three persons you like. 

5. Write five common nouns, names of round things. 

6. Which are common, and which proper of these: book , 


slate, eye, from, man , 
Boston , wedge, shoes, 
yet, thumb, London ? 

7. Write five nouns, 
names of things you 
like to eat. 

8. Write three names of 
rivers. 

9. Write five nouns to be 
pointed out in the pic¬ 
ture at the right from 
1 Samuel, xvii., 34, 35. 

10. Write nouns for five 
persons in the Bible. 















4 


THE GENDERS. 


LESSON FOURTH. 

[Fowler’s Common School Grammar, §6.] 

There are three genders: the masculine,., 
the feminine, and the neuter. 

Names of males are masculine. 

Names of females are feminine. 

Names of things without sex are neuter. 

Teacher’s Questions.—Is father a noun? Why? A common or 
proper noun? Why? Of what gender? Why? Ans.—B ecause 
it is the name of a male. 

1. Write the masculines in 
cloor, is, Charles, hoy. t 

2. Write the feminines and 
neuters in the following 
lady, Mary, Charles, 
sister , over, London. 

Write f. for feminine, 
n. for neuter. 

3. Write neuters from 
these : finger, yet, book, 
rock, hoy. 

4. Write the masculines 
from these : uncle, aunt, 
husband, wife, Charles, 

London, lion. 

5. Write three feminine 
names of persons you 
know. 

G. Write three masculine 
names of persons you 
know. 

7. Write three neuter 
names of things you like. 

8. Which of these are neuter, and which masculine: wife , 
husband, beau, belle, book, bad, over, Charles ? 

9. Write three feminine nouns not proper names. 

10. Write three feminine nouns not names of persons- 

11. Which of these are feminine : aunt, boy, lioness? 

12. Write the gender of these: David, book, belle, finger, 
brother, house, shoe, father, mother. 


the following : father, mother 
"rite m. for masculine. 







































THE COMMON GENDER 


5 


LESSON FIFTH. 


[Fowler’s Common School Grammar, § 7.] 

A noun which sometimes means a male, and 
sometimes a female, is of common gender. 

Teacher's Questions —Is parent a noun? Why? A common ot 
proper noun? Why? Of what gender? Why? Anb.— It may 
, mean a male or a female. 

1. Which of these are of common gender: parent, father, 
animal, child, uncle , cousin? Write c. for common, 



thus : /taunt, n. c. c. 

2. Write a masculine, a 
feminine, and a com¬ 
mon noun suggested 
by the picture. 

3. Write the masculine of 
aunt, sister, daughter, 
bride, madam. 

I. Write the feminine of 
king, lion, master,priest, 
husband. 

Write the masculine of 
niece, girl, woman, lass, 
mother, 1 idg, widow. 

I>. Write the feminine of boy, gentleman, brother , man, hero. 

1. Write three proper 
names of persons in 
the picture from 1 Sam¬ 
uel, x iii., 1 7. 

8. Write two nouns of 
common gender which 
may be applied to per¬ 
sons in the picture. 

9. Write three common 
nouns, masculine, 
which may be applied 
to persons in the pic¬ 
ture. 

i/0. What gender have 
these : king, parent, 
child , son-in-law, father, sir, grandmother, deacon, cousin, 
goose? 



1 Samuel, xviii., 17. 










6 SINGULAR NUMBER, PLURAL NUMBER. 


LESSON SIXTH. 


[Fowler’s Common School Grammar, § 8.] 

There are two numbers: the singular and 
die plural. 

The singular number means but one. 

The plural number means more than one. 
it is formed by adding s or es to the singular; 
n few words add en, a few change the vowel. 

Teaoiier’b Questions. — Is sister a noun ? Why ? Common or proper? 
Why? Gender? Why? Number? Why? Ans.— It means but 
one ? 


1. Write the singular nouns among these: sister, parent, 
son. Write s. for singular. 

2. Write the plurals among these: 
books, fingers, thumb. Write pi. 
for plural. 

3. Write three plural names of things 
in the school-room. 


a. 


didtei, n. c. 
foo fo,n c. n. /if 


4. Write three plural names of things you like to eat. 

5. Write the plurals of these : door, cloud , man. 

6. Write two singulars from the picture from 2 Corinth¬ 


ians, xi., 33. 


a. 


Write two plurals from 
the picture. 

Write three masculine 
plurals. 

Write the plurals of the 
feminine of these: boy, 
lord, husband. 

10. Write three plural arti¬ 
cles of dress. 

11. Which of these have 
no plurals: gold.fish, 
man, coffee, cattle, rice? 

12. Which of these have 
no singular: scissors, 
clothes, geese , ashes, 
tongues, pence, spoon¬ 
fuls, spectacles? 

13. Write the plural of these : man, boy, ox, box, mouse, 

14. Write the plural of these : woman, brush, child, ox. 



“ And through a window in a basket 
was I let down by the wall, and escaped 
his hands.”—2 Corinth., xi., 33. 




MISCELLANEOUS QUESTIONS. 


7 


LESSON SEVENTH. 

MISCELLANEOUS QUESTIONS. 

[The pupil should now be made to read and describe his nouns without being question¬ 
ed. Example.— Book is a noun, because it is a name; a common noun, because it 
is a name of a kind; of the neuter gender, because it means no sex ; the singular 
number, because it means but one. The letters for noun, common or proper, gender, 
and number, should be written with every noun.] 

1. Write and describe the nouns among these: book, through , 
door, of, window. 

2. Write three nouns, names of parts of 
the head. 

3. Write three nouns, names of things 
you like to eat. 

4. Write the nouns among these: shoes, 
is, up, yet, finger. 

5. Write three names of cities. 

6. Write three names of persons in the Bible. 

7. Write three names of articles of dress. 

8. Write three names of places you have seen. 

9. Write the nouns among these: wedge, from, mallet, was, 
hinge. 

10. Write three nouns, names of wooden t hings. 

11. Write two nouns, names of parts of a door. 

12. Write three common nouns, names of persons you like. 

13. Write three nouns that have no plural. 

14. Write as many nouns as you can that have no singular. 

15. Write as many nouns as you can whose plural ends in en. 

1G. Write the feminine of king , boy, brother, ox. 

17. Write the plural of child, goose, mouse, ox. 

18. Write the masculine of niece, girl, aunt, daughter. 

19. Write as many nouns as you can, names of things in the 
picture in Lesson Second. 

20. Write the nouns among these: wife, over, Charles, beau, 
belle, yet, is, under, was, if lion. 

21. Write as many nouns as you can that have no plural. 

22. Write the singular of these: brethren, brothers, pennies, 
pence, geese, men, cows, kine, teeth. 

23. Write as many nouns as you can, names of things in the 
picture in Lesson Third. 

24. Write as many nouns of the common gender as you can 
that will apply to objects in the pictures in Lesson Fifth. 

25. Write as many proper nouns as you can that will apply 
to objects in the picture in Lesson Sixth. 

26. Write the nouns in 2 Corinthians, xi., 33. 



over, wedge, hair, 



8 


PERSON. 




LESSON EIGHTH. 

[Fowler’s Common School Grammar, §§ 5, 37.] 

Tba first person denotes the speaker. 

The second person denotes the person 
spoken to. 

The third person denotes the person or 
thing spoken of. 

I, we, thou, you, he, she, it, they, are personal 
pronouns. 

Teachke’s Questions.— On the sentence, “/ called John ."—Is I a 
noun ? What is I? Ans.— A personal pronoun. Q.—Of what per. 
son? Ans.— The first person. Q.— Why? Ans.— It denotes the 
speaker. Q.—What is John? Ans. —John is a noun , because it is 
a name; a proper noun, because it tells no kind ; of the masculine 
(fender, because it is the name of a male; of the singular number , 
because it means but one. Q _What person? Ans. —Third per¬ 
son. Q _Why? Ans.— Because it denotes a person spoken of. 

1. Write the nouns and pronouns in the following; I called 
John. Write pr. for pronoun, and Is? for Jirst person, 2d 
for second person , and 3 d for third person , thus : 

q/, fit. u. 4dt. 

^onn, n. f. m. a, 3c/. 

2. Write the nouns and pronouns in the following: He is called 
William. Run, boys ! 

3. Write the nouns and 
pronouns in the follow¬ 
ing: Nathan said unto 
David , Thou art the 
man. 

4. What person have the 
nouns and pronouns in 
this : I, John , eat ap¬ 
ples ? 

5. What person have the 
nouns and pronouns in 
this : You, girls, keep 
quiet ? 

6. What in this : I, Victoria, Queen of England ? 

7. Write the person and number of these: I, he, we, they. 

8. Write the person and number of these: She , you , it, thou 











case. 


9 


LESSON NINTH. 

[Fowler’s Common School Grammar, § 13.] 

Nouns have three cases : the nominative, 
the possessive, and the objective. 

Nominative and objective forms are alike. 
The possessive adds s with an apostrophe be* 
(ore it, but to plurals in s an apostrophe only. 


1. Write the possessives of John, kings, man. Example: 

n. ft. 771. <7. 3c/. f. 

, 71. C. 771. f/. 3<f. ft. 

2. Write the possessive singular of hoy, girl, lion, brother. 

3. Write the possessive 
plural of lion, man, king, 
cow. 

4. Write the possessive of 
two names of objects in 
the picture. 

5. Write the feminine pos¬ 
sessive of lion, uncle, 
man. 

6. Which of these are pos¬ 
sessives : mother s dar¬ 
ling, baby's fingers, 
mamma's hand, wives, 
wife's, flies, fly's ? 

7. Write the possessives 
of three nouns, names 
of things in the second 
picture. 

8. Which of these are 
singular possessives : 
ooys' noise, girl’s talk, 
king's palace, men's 
boots, boy's shoes ? 

9. Write the plural pos¬ 
sessive of child, ox, 
brother, wife, fly. 

10. Write both the singu¬ 
lar and plural possessives of fly, wife, man, king, mother 








10 


ADJECTIVES. 


CHAPTER II 

ADJECTIVES. 

LESSON TENTH. 

[Fowler's Common School Grammar, 17—19._ 

Introductory Exercise. 

_Teacher. An adjective is added to a noun to describe or define the 

person, place, or thing named. Is black an adjective? 

Pupil. Black is an adjective. 

Teacher. Why so ? 

Pupil. Because it can be added to a noun to describe something 
Teacher. What noun? Point out something black. 

Pupil. John’s hair is black. 

Teacher. Can you point out any thing else that black describes ? 
Pupil. The stove is black. 

Teacher. Any thing else? 

Pupil. Your boots are black. 

Teacher. Any thing else? Point out every thing you can which is 
described as black. 

2_Teacher. Is white an adjective ? Why ? Point out something which 

ivhitc describes. 

3. —Teacher. —Is small an adjective? Why? Point out things which 

are small. 

4. —Teacher. Is though an adjective? 

Pupil. Though is not an adjective. 

Teacher. Why not ? 

Pupil. It does not describe or define any thing. 

Teacher. Can no one point out a though thing? 

5_Teacher. When I say several men , is several an adjective? 

Pupil. Several is an adjective. 

Teacher. Why? 

Pupil. Tt describes or defines men. 

Teacher. Does it describe, or does it define ? 

Pupil. It defines. 

6.--Teacher. Is pretty an adjective? Why? Point out something 
which you call pretty. 

T.—Teacher. Is strong an adjective? Why? Point out something 
strong. 

8. —Teacher. Give me an adjective which will describe the door 1 
Pupil. Wooden. 

Teacher. Another! 

Pupil. Oblong. 

Teacher. Anotherl 


ADJECTIVES. 


11 


LESSON ELEVENTH. 

An adjective is added to a nonn to de¬ 
scribe Or define. Teacqek’8 Questions_ See Lesson Tenth 

1. Which of these are adjectives : black, but, strong, pale, 

small, through, white f Write them with a. for adjec¬ 
tive. Example: a. / otionp, a. 

2. Which of these are adjectives: little, to, round, several, 

indeed, ivooden, but, oblong ? 

3. Write three adjectives describing an ink-stand. 



4. \\ rite three adjectives describing the dog in the picture. 

5. Which of these describe Washington: brave, cowardly, 

firm, mean, punctual, truthful, careless, raise ? 

6. Write three adjectives describing the school-room. 

7. Write three describing the boy in the picture. 

8. Write three describing the town you live in. 

9. Which of these describe Benjamin Franklin : wise, fool¬ 

ish, kind, temperate, cross, drunken, diligent, lazy ? 

10. Write three adjectives describing a hat. 

11. Write three describing the old man on page 9. 

12. Write three describing the boy in the same picture. 

13. Which of these are adjectives: man, good, geese, best, 

happy, pretty, is, drunken ? 

14. Write and describe the nouns, pronouns, and adjectives 

among these: wife, is, bad, children, noisy, oxen, niece , 
king, brightest, you, they, happy, he, better. 

15. Write three adjectives describing a boy. 

16. Write three describing a cat. 

17. Write three describing the man on page 3. 

B 











12 


COMPARISON. 


lesson twelfth. 

[Fowler’s Common School Grammar, §§ 20-27.] 

There are three degrees of comparison : 
the positive, the comparative, and the superla¬ 
tive. 

The positive describes simply. 

The comparative describes as having more 

of a quality. . 

The superlative describes as having most ot 

a quality. 


Positive. 

Wine, 
Learned, 


Good, 

Bad, 

Much, many, 
Little , 


Comparative. 

Wiser, 

More learned, 

Irregular Forms. 

Better, 

IForsc, 

More, 

Less, 


Superlative. 

lFis«sf. 

learned. 


Best. 

Worst. 

Most. 

Least. 


Trachfr’s Questions.— T. Ts reiser an adjective? Why? Of what 
T d“ g ““ of coSpSon v Why ? Am-U describes as haviug more 
wisdom. II. Compare it. Ans.— Positive, wise; compaiative, 

wiser ; superlative, wisest. 

1. Which are adjectives of these: wiser , strong, bravest ? 

Write p. for positive , c. for comparative, s. for superla¬ 
tive. Example: witez, a. c. / atzonp, a.ft. 

2. Of what degree of comparison are these: brave, firmest, 

bad less worrt ¥ 

3. Write three superlatives describing George Washington. 

4. Write three superlatives describing New York. . 

5. Write three superlatives describing the town in which 

you live. . , „ 7 . , 

6. Of what degree of comparison are these: more Joolish, 

most temperate, meanest, greater? 

7 Write two adjectives comparing the persons in the last 

picture on page 9. > 

8. Write three superlatives describing something you like 

to eat. 

9. Write three adjectives describing an ink-stand. 

10. Write three adjectives describing the persons in the 
second picture on page ">. 

1 ]. Write the comparative and superlative of little, good. 


NUMERAL ADJECTIVES. 


13 


LESSON THIRTEENTH. 

[Fowler’s Common School Grammar, § 28.] 

Numerals express number. 

Cardinals define how many: one, two, ho,. 4 
Ordinals define which: first , second, &o. 

Teacher's Questions. —On “ three men ."—What is threet Why an 
adjective? Does it describe or define merit What kind of adjec, 
tive? Why? Cardinal or Ordinal? Why? Ans. —It tells Aoio 
many. 


I. Which of these are numerals : three men, great, five, sev¬ 
enth, over, second. Write num. for numeral, c. for car¬ 
dinal, o. for ordinal. 

t/iiee, cz. num. c. aevent/t, a. num. o. 


/ 


eve, a. nu?n. c. 


re cone/, a. num. o. 



2. Which of these are numerals: eight, very, second , hundred, 
under, one ? 

3. Write the numerals to tell how many there are in your 
class, and which in or¬ 
der you are. 

4. Write three nouns, 
names of things in the 
picture, and the nu¬ 
merals telling how 
many of each you see. 

5. Put a numeral and a 
descriptive adjective 
with these : hoys, girl, 
hoop, branches, ball. 

6. Compare each of the 
adjectives you wrote 
for 5. 

7. What numeral will de¬ 
fine the hands seen on page 9 ? The eyes ? 

8. Write two names of objects on page 8 to which the nu¬ 
meral three applies. 

9. Write the ordinal for eight, tivo, twenty. 

10. Write the cardinal fox fiftieth, first, second, thirteenth. 

11 . Write the cardinal and ordinal for the year, the month, 


and the day of the week. 

12. Describe ten, black, hand, Charles, first, two 








14 


PRONOMINAL ADJECTIVES. 


LESSON FOURTEENTH. 

[Fowler’a Common School Grammar, § 18, IV.] 

Demonstratives define specifically. 

They are this, that, these, and those. 

Indefinites define generally. 

They are some, one, none, all, any, such, other, another. 

Distributives define objects to be taken 

Singly. They are each , every, either, neither. 

Reciprocals define as mutually related. 

They are each other, one another. 

When demonstratives, indefinites, distribu¬ 
tives, or reciprocals define a noun, they are 
called pronominal adjectives. 

Teacher's Questions. —On “ some houses — What is some ? Why an 
adjective ? Does it describe or define hous s ? What kind of adjec¬ 
tive? Ans. —An indefinite pronominal adjective. Q. Why? Ans.— 
It points out indefinitely. Q. Repeat the indefinites. 

1. Which are pronominal adjectives of these: some houses, 
each house, every man ? Write dem. for demonstrative, 
ind. for indefinite, dis. for distributive, rec. for reciprocal. 

ao?ne, fin. a. tncf. / eacn, fin. a. e/te. 

2. Write and describe each of the following words: such 
good boys, these four 
men, every two birds. 

3. W rite two nouns, 
names of objects in the 
picture, and a demon¬ 
strative with each. 

4. Write two distributives 
with names of objects 
in the picture. 

5. Write a demonstrative, 
a superlative, and noun, 
to describe something 
in the picture. 

6. Describe these: all those creatures, that greedy bird, those 
brightest feathers. 

7. Write a demonstrative, a comparative, and noun, to de¬ 
scribe something in the picture. 

8. Write and describe these: either animal, one happy bird. 










ARTICLES. 


15 


LESSON FIFTEENTH. 

[Fowler’s Common School Grammar, §§ 32-34.] 

An or A is an indefinite article: it marks one 
object, but not which one. An is used before 
a vowel sound, A before a consonant sound. 

The is a definite article : it points out some 
definite object. 

Teacher’s Questions.— What is ant Why? Ans.— It marks one 
object, but not which one. 

1. Write and describe the following: a good man , the bad 
boy. 

a, end?, ait. the, (Je/f. ait. 

gooc/, a. fi. rfac/, a. fi. 

man, n. c. m. a. von, n. c. m. a. 



2. Describe by an article, adjective, and noun, the figure in 

the first picture on page 5. 

3. Describe by an article, adjective, and noun, each of the 

figures in the second picture on page 5. 

4. Describe by the 

numeral Jive , 
three adjec¬ 
tives and a 
noun, some¬ 
thing in the 
picture at the 
right. 

5. Write as many 

nouns as you 
can, names of 
objects in the 
picture at the 
right. 

6. Write an arti¬ 

cle and adjec¬ 
tive with each 
of the nouns 
in the answer 
to question 5. 

7. Describe George Washington by an article and adjective. 



16 


MISCELLANEOUS QUESTIONS. 


8. Describe New York by the definite article, three superla¬ 

tives, and a noun. 

9, Describe your school-room by the indefinite article, three 

adjectives, and a noun. 

10. Write and describe the following: the wisest man, the 

greatest city, a large room. 

11. Describe the persons in the picture on page 8, by a nu¬ 

meral, an adjective, and noun. 

12. Write and describe the following: child, a, wife, noisy, 

you, the, niece , an, them. king, brightest. 

13. Write and describe the following: better, more,five, hap¬ 

py, seventh, hopeful, most virtuous, a, the, you, pretty. 


LESSON SIXTEENTH. 

MISCELLANEOUS QUESTIONS. 

[The pupil should now be made to read and describe, without questions, his nouns and 
adjectives, both descriptive, numeral, and pronominal, and his articles. The proper 
letters, fully describing each word, should be written after each. Compare page 7. 
Examples.—I. Wise is an adjective , because it describes a noun ; of the jmsitive degree, 
because it describes simply—positive, wise; comparative, wiser; superlative, wisest. 
II. Three is an adjective, because it defines a m uii : a numeral, because it denote# 
number; a cardinal, because it tells how many. 111. That is an adjective, becaus# 
it defines a noun ; a demonstrative pronominal adjective, because it defines specif¬ 
ically. IV. An is an indefinite article, because it marks one object, but not which 
one.] 

1. Which of these are adjectives: three bright boys, those 
five eggs ? 

2. Describe these : baby's two little fingers. 

8. Write three superlatives describing New York. 

4. Write the feminine of boy, gentleman, lion, husband. 

5. Write three superlatives describing George Washington. 

(>. Write three adjectives describing the school-room. 

7. Compare brave , temperate, much. 

8. Write three adjectives describing the boy on page 9. 

9. Write three names of objects in the picture on page 15^ 
and numerals telling how many of each you see. 

10. Which are nouns of these : finger, hair, over, chin, desk, 
is, bad? 

11. Compare foolish, good , bad, hopeful. 

12. Write the plural feminine of these: boy, lord , master. 

13. Write the plural masculine of these: woman, wife, aunt, 
belle. 

14. Write the ordinal for seven, two. five, one. 

15. Write three superlatives describing London. 



MISCELLANEOUS QUESTIONS. 


J.7 


10- Write three adjectives describing the dog on page II. 

(7. Write three neuter names of tilings you like. 

(8. Write adjectives describing three things you like. 

19. Write three nouns of the common gender. 

80. Write three proper nouns, not names of persons. 

21. Write and describe these: the good boy , a better man. 
six little Indians. 

22. Write two distributives with names of objects in the pic¬ 
ture on page 8. 

23. What person have the nouns and pronouns in this : Na 
than said unto David , Thou art the man ? 

2 L Which of these are singular possessives : boy's noise ? 
girls' talk , wife s , lions' ? 

25. Write the plural possessive of the feminine of these : boy , 
husband , lord , brother , uncle , priest , /ion. 

26. Write a demonstrative, a superlative, and a noun to de¬ 
scribe persons in the second picture on page 5. 

27. Put a numeral and descriptive with three nouns suggest- 
ed by the picture on page 14. 

28. Write the singular and plural possessives of wife, man , 
ox, king, fly. 

29. Write three common nouns masculine which may be ap¬ 
plied to persons in the second picture on page 5. 

30. Write and de-cribe a man noisy , niece , seventh , prettiest, 
such , any , 
every , the 
greatest 
man. 

11- Write and 
describe 
two mon 
keys , that 
mischiev¬ 
ous mon¬ 
key, that 
painted 
monkey 
painters 
paint , the 
painter's 
hr us h e s, 
the oid 
mimic. 












18 


SUBJECT AND PREDICATE. 


CHAPTER m. 

LESSON SEVENTEENTH. 

[Fowler’s Common School Grammar, §§ 93, 94.] 

Introductory Exercise. 

4> i.- -Teacher. When we talk sense, we make sentences. The subjec* 
is ehad which is talked about. '•'-John whispered." What ie 
the subject? 

Pupil. John. 

Teacher. Why? 

Pupil. John is chat vhich is talked about. 

2_Teacher. u Mary smiled." What is the subject? Why? 

3.—Teacher. w Charles whistled." What is the subject? Why? 

<51 1. —Teacher. That which is said of the subject is called the predi 
cate. What is the predicate m '-'-diaries whistled?" 

Pupil. Whistled. 

Teacher. Why? 

Pupil. That is what is said of Charles. He whistled. 

2. —Teacher. What is the predicate in '•'•John whispered ?" Why? 

3. —Teacher. What is the predicate in “ Mary smiled?" Why? 

4. — u Birds fly." What is the subject? Why? The predicate 1 

Why ? 


LESSON EIGHTEENTH. 

A sentence is a thought in words. 

The subject is what is talked about. 

The predicate is what is said of the subject 

Teacher’s Questions —See Lesson Seventeenth. 

1. Which of these are sen ¬ 
tences : Mary smiled, 

John over, John ran ? 

Write the subject at 
the left, and make a di¬ 
agram like these. 

7 Which of these are sen¬ 
tences : John coughed, girls whisper, is over, time flies 
bright sun, he she it, under he ? 

B. Write a word about each of these : dogs, horses, boys. 

4. Write a word as subject for shine, shout, roar. 

5. Write a predicate for lions, bears, dogs , cats. 





/Lcc/ri/. | 

1 












SUBJECT AND PREDICATE. 


19 


6. Write a predicate word for steam-engines. 

7. Write a predicate word for stars. 

8. Write a subject for whisper. 

9. Write a subject for giggle. 

10. Write a subject for grumble. 

11. Write a predicate word for pigeons. 

12. Write a subject for stagger. 

13. Write a subject ioxfly. 

II. Write a predicate word for drunkards. 

15. Which of these are sentences: high on a throne , men 
work, stars shine. twinkle over, little stars , seasons change ? 
lt». Write a subject for twinkle. 

17. Write a subject for chatter. 

18. Write a predicate word for foxes. 

19. Write a predicate word for ducks. 

20. Write a subject for swim. 

21. Write a predicate word 
for ships. 

22. Write a subject for howl. 

23. Write a predicate word 
for waves. 

24. Write a predicate word 
for storms. 

25. Write a subject for sail. 

26. Write a subject for toss. 

27. Write a subject for scud. 

28. Analyze Masts bend. 

29. Analyze Sails sivell. 

30. Write a predicate for 
winds. 

31. Which are sentences of these: waters roar , the midst of 
the sea, mountains shake, stor?ns arose, streams where• 

op 

32. Write a predicate word for billows. 

33. Analyze Captains command. 

34. Write a subject for fear. 

35. Write a subject for coo. 

36. Analyze Men think. 

37. Analyze Birds fly. 

38. Analyze Fishes swim. 

39. Write a sentence in two words about ships. 

40. Write another about sailors. 

41. Write another about clouds. 











20 


SUBJECT AND PREDICATE. 


LESSON NINETEENTH. 

[Fowler’s Common School Grammar, §§ 48-51.] 

A VERB predicates. 

To predicate is to add a predicate to a subject to assert, ask, suppose, or command 

A copulative verb predicates an adjective 
or noun. 

Such are am, is, arc, was, were, seem, appear, is called, etc. 

An intransitive verb denotes a complete 
act or state. 

A transitive verb denotes an act as affect 
ing some object. 

All verbs are called finite except infinitives and participles. 

Teacher’s Questions.— I. “ Fairies are pretty." What is the sub¬ 
ject? Why? The predicate? Ans— Are pretty. Why? Ans— 
It is said of the subject. Q—Which word is the verb ? . Ans. —A re. 

q. _Why ? Ans.— It predicates pretty. Q — What kind of verb ? 

Ans._ A copulative verb. Q. — Why? Ans.— It predicates an ad¬ 

jective Q.—What is pretty ? Whv? II. “ John loliistled." The 
subject? Why? Predicate? Why? Verb? Why? What kind ? 

Ans —Intransitive. Q _ Why? Ans.— It denotes a complete act 

m “Charles cauqht John" Q.—Subject? Why? Predicate? 
Why? Verb? Why? What kind? Why? Ans— It denotes an 
act as affecting an object (John). 

1. Write the sentences among these: fairies are pretty, he 
caught me, next she. Put a copulative verb with its pred¬ 
icate adjective or noun. For an object, extend the lower 
line, write the object under it, and mark with v. as below. 


Z 




2. Analyze Grass grows, men make 

hay. _ 

3. Analyze these: monkeys are mischievous, monlceijs mimic. 

4. Write three sentences about the picture on page 17, using 
a copulative, an intransitive, and a transitive verb. 

5. Analyze these : life seems short, man is immortal. 

6. Write a transitive predicate for wedges, page 2. 

7. Analyze these : he struck me, he is brave. 




xxAe 


^pi 













SUBJECT AND PREDICATE. 


21 


8. Analyze Snoiv looks white. 

•I 

9. Write a predicate with a copulative verb for stars. 

JO. Write a predicate with an intransitive verb for stars. 

11. Analyze Storms wreck ships. 

12. Write a predicate with an intransitive verb for storms. 

13. Analyze Men are strong. 

14. Write a predicate with a transitive verb for men. 

15. Analyze Lions look frightf ul. 

16. Write a predicate with a transitive verb for lions. 

17. Write a predicate with an intransitive verb for lions. 

18. Analyze Life is short. 

19. Write a predicate with an intransitive verb for life. 

20. Analyze Bears frighten hogs. 

21. Write a predicate with a copulative verb for bears. 

22. Write a predicate with an intransitive verb for hears. 

23. Analyze Grapes are 
sweet. 

24. Analyze Grapes taste 
sweet. 

25. Write a predicate with 
a copulative verb for 
pomegranates. 

26. Write a predicate with 
an intransitive verb for 
grapes. 

27. Write a predicate with a 
copulative verb for figs. 

28. Analyze Foxes eat 
grapes. 

29. Analyze Bears love hon- 
eg. 

30. Analyze Bogs love fun. 

31. Write a subject for- look happg. 

32. Write a subject for- are wretched. 

33. Which of these are sentences: grapes of Eshcol, they 
brought clusters, as true as truth, fruit is pleasant ? 

34. Analyze Man is called mortal. 

35. Write a subject for- is holg. 

36. Write a subject for- killed thousands. 

37. Write a subject for- benefted thousands. 

38. Analyze Ceesar grew great. 

39. Which are sentences of these: Hope cheers, anger de¬ 
grades, the raging sea, for ever and ever1 



Grapes and Pomegranates. 


•jwO 







22 LOGICAL AND GRAMMATICAL SUBJECT. 


LESSON TWENTIETH. 

[Fowler’s Common School Grammar, § 93.] 

The logical subject is the whole naming 
of what is talked about. 

The grammatical subject is the leading 
noun in the logical subject. 

Teacher’s Questions. —On “ A cross boy is bad." What is the sub- 
ject? Ans.— A cross boy. Q.—Why? Is it the logical or gram¬ 
matical subject? Why? Ans. —It is the whole naming of what is 

talked about. Q_What is the grammatical subject? Why? Ans. 

—It is the leading noun in the logical subject. 

1. Analyze A cross 
boy is bad. Write 
the Grammatical 
Subject in the up¬ 
per line, as in 
Chapters XVIII. 
and XIX., and 
write adjectives in the Subject separate below, marked —. 

2. Analyze this : The sky is blue. 

3. Analyze this : The harvest is ready. 

4. Analyze this : Falling drops wear rocks. 

5. Analyze this : Tioo boys make noise. 

6. Analyze this : The good great man has friends. 

7. Analyze this : True friendship is eternal. 

8. Analyze this : The fairest rose fades. 

9. Analyze this : North winds kill fruit. 

10. Look at the picture on page 13, and write a numeral and 

noun for the subject of- is visible ; of- are 

lively. 

11. Write a predicate for George Washington. 

12. Write a predicate for A pretty bird -, 

from page 15. 

13. Write a predicate for A noble dog -, 

from page 11. 

14. Analyze A strong man struggles. 

15. Write and analyze a sentence suggested 
by the picture. 

16. Write one suggested by the picture on 
page 3. 

17. Write one for each picture on page 5. 

18. Analyze The Nile fertilizes Egypt. 

















LOGICAL AND GRAMMATICAL SUBJECT. 23 


19. Analyze The stars shine. 

20. Analyze The snow looks white. 

21. Analyze A lion is terrible. 

22. Analyze The longest life is short. 

23. Analyze Ripe grapes are sweet. 

24. Write a sentence with a copulative verb about green 
grapes. 

25. Write a sentence with a copulative verb about sudden 
storms. 

26. Write a sentence with a transitive verb about sudden 
storms. 

27. Analyze Haste makes waste. 

28. Analyze The cunning fox catches chickens. 

29. Write a sentence with a copulative verb about the grizzly 
bear. 

30. Write a sentence with a transitive verb about the grizzly 
bear. 

31. Analyze Your hat Jits me. 

32. Analyze Good books are friends. 

33. Write a predicate for little stars. 

34. Write a subject for crows. 

35. Analyze The lazy lad 
s leej >s. 

36. Write a sentence with 
a copulative verb about 
tbe lad in the picture. 

37. Write a sentence with 
an intransitive verb 
about the tree in the 
picture. 

38. Write a subject for- 

grow tall. 

39. Write a predicate for 
rank weeds. 

40. Analyze An idle son 
causes shame. 

41. Analyze A diligent son causes gladness. 

42. Analyze A foolish woman is clamorous. 

43. Write a subject for shines. 

44. Write a subject for cackles. 

45. Write a subject for giggles. 

46. Write a predicate for A merry heart. 

47. Analyze A sad heart tires. 






24 


ATTRIBUTIVE.—PREDICATIVE. 


LESSON TWENTY-FIRST. 


[Fowler’s Common School Grammar, § 101.] 

An attributive adjective is part of the 
N A.MiNGr of some person, place, or thing. 

A PREDICATIVE ADJECTIVE is ASSERTED of 
some person, place, or thing. 

Tkacuer’h Questions.—O n “A cross boy is bad." What is the logical 
subject? Why? The grammatical? Why? Parse cross. (See 

Lesson 16.) Is it attrib'utive or predic'ative? Why? Ans _It is 

part of the naming of a person. What is the predicate? Why? 
What is is ? Why? What is badt Why? Is it attrib'utive or 
predic'ative? Why? Ans. —It is asserted of the subject. 

1. Analyze A teacher likes cheerful faces. Write attrib'u¬ 
tive adjectives under the nouns they describe. 


j yeay >/ ir>l 


V 









ry 


2. Analyze The oak is a great tree. 

3. Analyze A good tree bears good 
fruit. 

4. Analyze Good books are dear friends. 

5. Write a sentence 
suggested by the 
picture. 

6. Write a sentence 
with Franklin for '■ 
its subject and 
great as an attri¬ 
butive adjective. 

7. Write a sentence 
with Franklin for its subject and great as a predicative 
adjective. 

8. Write sentences using these as predicative adjectives? 
blue, noisy , pretty. 

9. Write sentences using these as attributive adjectives: 
true, fairest, blue. 

10. Analyze Cheerfulness is the best cure. 

11. Analyze The elephant fears the serpent. 

12. Analyze We have five senses. 















ATTRIBUTIVE.—PREDICATIVE. 


26 


13. Write a sentence with red as an attributive adjective. 

14. Write a sentence with red as a predicative adjective. 

15. Analyze A wise son makes a glad father. 

1G. Analyze A foolish son makes a sad mother. 

17. Write a sentence with the superlative of happy as a pre¬ 
dicative adjective. 

18. Write a sentence with the superlative of merry as an at¬ 
tributive adjective. 

10. Analyze Washington toas a punctual man. 

20. Analyze All truthful men are punctual. 

21. Write a subject for- a frm man. 

22. Write a subject for-- a diligent man. 

23. Analyze Those children are noisy. 

24. Analyze He ate all those apples. 

25. Analyze The good great man has three firm friends. 

26. Write a sentence with the plural of the feminine of hoy 
for its subject. 

27. Analyze That man burns 
brush. 

28. Analyze Brush - heaps 
make a bright fire. 

29. Write a sentence with 
stirs for its verb. 

30. Write a sentence about 
the picture with a pre¬ 
dicative adjective de¬ 
scribing the })ole which 
the man is using. 

31. Write a sentence with 
an attributive adjective 
describing the same 
pole. 

32. Write a sentence with an attributive adjective describing 
the fire. 

33. Write one with a predicative adjective describing the fire. 

34. Write one with a copulative verb about the man. 

35. Write one with an attributive adjective describing the 
man. 

3G. Analyze Fire is a good servant. 

37. Analvze Fire is a hard master. 

*/ 

38. Write a sentence with round used predicatively. 

39. Write a sentence with round used attributively. 

40. Write a sentence describing something with eight corners. 
















26 LOGICAL AND GRAMMATICAL PREDICATE. 


LESSON TWENTY-SECOND. 

[Fowler’s Common School Grammar, §§ 94, 83.] 

The LOGICAL PREDICATE is the whole that 
is said of the subject. 

The GRAMMATICAL predicate is the finite 
verb in the logical predicate. 

An adverb modifies a verb, adjective, or 
other adverb. Some adverbs may be compared. 

Teacher’s Questions.— On u Boys run fast." The subject? Why? 
Predicate? Ans. — Run fast. Q.—Why? Logical or grammatic¬ 
al? Why? Ans. —It is the whole that is said of the subject. Q.— 
What is the grammatical predicate? Why? What is fast ? Why? 
Compare. Ans. —It modifies the verb run— fast, faster , fastest. 

1. Analyze A really good teacher likes cheerful faces very 
much. Write an adverb under the word it modifies, and 
mark it =. 



2. Analyze A good tree hears regularly. 

3. Analyze Washington forgave bravely. 

4. Analyze The horse trots briskly. 
f>. Analyze The sun sinks slowly. 

6. Analyze The snow half covers the fences. 

7. Analyze Good books are very pleasant companions. 

8. Analyze Franklin ivas a very shrewd thinker. 

b. Write a sentence from the picture about sleighing, will 
an adverb in it. 

10. Write a sentence with an adverb in it about the horse. 

11. Analyze The bear defends her young courageously. 

12. Analyze Dark ivoods cause often involuntary awe. 

13. Write sentences with these adverbs: warmly, cheerfully, 
rapidly. 

14. Write sentences with these adverbs : always , sometimes 




















MISCELLANEOUS QUESTIONS. 27 


x5. Analyze A very strong dog carried the drowning boy 
ashore. 

16. Analyze A noble dog saved a drowning boy. 

17. Analyze Washington was a good great man. 

18. Analyze The sky is very blue. 

19. Analyze A cross boy troubles his teacher. 

20. Write sentences with these verbs: ride, shines, is, seems 

21. Write sentences with these adjectives: noisy, brave , 
ivisest, oldest, dear, good. 

22. Write a sen¬ 
tence in five 
words aboit 
the sleigu in 
the picture. 

23. Write a sen¬ 
tence in four 
words about 
the horse in the 
picture. 

24. Analyze The 
good great man 
has three firm 
friends. 

25. Analyze The 
north winds kill 
the fruit. 

26. Analyze Fall¬ 
ing drops wear 
away rocks. 

27. Analyze Girls 
whisper too much. 

28. Write a sentence about the sun in the picture. 

29. Write a sentence about the man on the front seat in the 
picture. 

30. Write a sentence about the road in the picture. 

81. Write a sentence about the clouds in the picture. 

32. Write a sentence about the trees in the picture. 

33. Analyze Thou art the mar:. 

34. Analyze The mischievous monkey painted another monkey 

35. Write the plural of man, book, child, beau. 

36. Write the feminine of brother, lion, king, man, boy. 

37. Write the masculine of lady, widow, aunt , mother. 

38. Analyze Sleighing is fine fun. 

C 














28 


THE SIMPLE COMBINATIONS. 


LESSON TWENTY-THIRD. 

Words make four simple combinations, the 
medic'alive, attrib’utive, objective , and adverbial. 

A subject makes a predicative combination with its verb. 

A verb makes a predicative combination with its subject. 

A predicate noun or adjective makes a, predicative combi 
nation with its subject. 

An attributive adjective or expression makes an attributive 
combination with its noun or pronoun. 

An object of an action makes an objective combination 
with the verb which governs it. 

An adverb or adverbial phrase makes an adverbial combi¬ 
nation with the word it modifies. 

Hereafter, in explaining diagrams, the teacher may ask of every word 
what it combines with, and the kind of combination. 

Teacher’s Questions.—I. On “Some boys are very slow.' Questions 
as before in parsing and analysis. Also Q_What does boys com¬ 
bine with? Ans.—W ith arc. Q_What kind of combination? 

Ans.— Predicative. Q. — Rule? Ans.— A subject makes a predica¬ 
tive combination with its verb. Q.— What does are combine with? 
Ans. With boys. Q. — What kind of combination? Ans.— Pre¬ 
dicative. Q.—Rule? Ans.— A verb makes a predicative combina¬ 
tion with its subject. Q.— What does SLOW combine with? Ans.— 
With boys. Q. —What kind of combination? Rule? Ans. —A 
predicate'noun or adjective makes a predicative combination with 
its subject. Q.—What does some combine with? Kind of combi¬ 
nation? Rule? Ans.- —An attributive adjective or expression makes 
an attributive combination with its noun or pronoun. Q. —What 
does very combine with? Kind of combination? Rule? Ans. — 
An adverb or adverbial phrase makes an adverbial combination 
with the word it modifies. II. On “He struck me." Questions on 
he and struck as before. Q.—What does me combine with? Kind 
of combination? Rule? Ans.— An object of an action makes an 
objective combination with the verb which governs it. 

1. Analyze Stars twinkle. 

2. Analyze The planets shine. 

3. Analyze The little stars twinkle. 

4. Analyze Fishes swim swiftly. 

5. Analyze The sun shines brightly. 

6. Analyze Heroes are brave. 

1. Analyze The clotids look black. 

8. Analyze The grapes are sweet. 

0. Analyze Desolation surrounds us. 

10. Write a sentence in which sweet makes a predicative 
combination 


THE SIMPLE COMBINATIONS. 


2§ 


11. Wiite tlnee names of things you saw before coming tf 
school this morning, and make a predicative combina 
tion with each. 

12. Wiite three sentences with the same names in objective 
combinations. 

13. Analyze Palaces crum¬ 
ble. 

14. Analyze A single col¬ 
umn still stands. 

15. Analyze 1 still live. 

lb. Analyze 7 'he sun gilds 

the gray ruins. 

17. Write a sentence with 
an adverbial combina¬ 
tion suggested by the 
picture. 

18. Analyze Time wastes all 
things. 

19. Write a sentence with 
an objective combination suggested by the picture. 

20. Analyze G reece is no more. 

21. Analyze Ruins are beautiful. 

22. Analyze Alary looks very fair. 

23 Analyze She ate all those apples. 

24. Analyze A rolling stone gathers no moss. 

25. Analyze Palling drops wear away rocks. 

26. W'rite sentences using queer in as many kinds of combi 
nation as you can. 

27. WT'ite sentences using love in as many kinds of combi 
nation as you can. 

28. Write sentences using very in as many kinds of combi 
nation as you can. 

29. Analyze The good man is firm. 

30. Analyze The good man alone is truly wise. 

31. Write a predicative combination with diligence. 

32. Write a sentence using punctual in a predicative combi 
nation. 

33. Write sentences using Washington in as many kinds of 
combination as you can. 

34. Write sentences using bright in as many kinds of combi¬ 
nation as you can. 

35. Write a sentence with the four combinations about the 
column in the picture. 









30 


DECLENSION OF NOUN'S. 


CHAPTER IV. 


LESSON TWENTY-FOURTH. 


[Fowler’s Common School Grammar, § 14.] 

The subject of a finite verb is put in the 
NOMINATIVE case. 


Singular. 

Plural. 

Singular. 

Plural. 

Nominative Book , 

Books. 

Man, 

Men. 

Possessive Book's, 

Books'. 

Man's , 

Men's 

Objective Book, 

Books. 

Man, 

Men. 

Nominative Fly, 
Possessive Fly's, 

Flies. 

Fox, 

Foxes. 

Flies'. 

Fox's, 

Foxes'. 

Objective Fly. 

Flies. 

Fox, 

Foxes. 


Teacher’s Questions. —A 3 before. Also have every noun declined 
throughout, and the rule given for the case of every subject. Here¬ 
after. when told to pause in the examples, the pupil should write the 
words in a vertical column, with abbreviations to describe them, as 
taught in the first sixteen lessons. When told to analyze, do it in 
diagrams, as in Lessons XVIII.-XXII. 

1. Parse Good books live long. Write v. c. for copulative 
verb; v. i. for intransitive verb; v. t. for transitive verb; 
adv. for adverb; nom. for nominative case; subj. for sub¬ 
ject; at. for attributive; pred. for predicative. 


fifiooc/, a. ft. at. 

n. c. n. f/. Sc/, nom. a*t/i 
/eve, v. c. 

/ony, ac/v. 


2. Parse All men die. 

3. Analyze A fox is a cunning animal. 

4. Parse Boys read books. 

5. Parse A jly buzzed. 

0. Parse Mice like cheese. 

7. Parse An ox gored a child badly. 

8. Parse A bad man beat his wife. 

9. Analyze Men are all brethren. 

10. Parse Tailors use scissors. 

11. Parse The tailor used a goose. 

12. Parse An old beau fancies a young belie. 


DECLENSION OF PRONOUNS. 


3i 


LESSON TWENTY-FIFTH. 


[Fowler’s Common School Grammar, § 38.] 

The Personal Pronouns are 1 , thou, he, she , it 


First Person. 

Singular. Plural. 

Nom. I, We. 

Poes. My or Mine , Our or Ours. 
Obj. Me, Us. 


Second Person. 

Singular. Plural. 

Thou, Ye or You , 

Thy or Thine, Your or Fours. 
Thee, Yoit. 


Reflexives are myself, thyself, himself, herself, itself, ourselves, eta 

The direct object of a verb is put in the 


objective case. 


Teacher’s Questions _On 11 1 love you." The subject? Why? 

What part of speech? Name the personal pronouns. Of which 
person is If Why? Decline it. What case? Ans.—T he nomi¬ 
native singular. Q.—Why? Give the rule. Ans.—T he subject 

of a finite verb is put in the nominative case. Q _What is the 

predicate? What part of speech is you? Name the personal pro¬ 
nouns. Which person is you ? Why? Decline it. What case? 

Ans.—T he objective plural. Q_Why? The rule. Ans.—T he 

direct object of a verb is put in the objective case. 

1. Parse I saw the moon. Write obj. for objective case , 
j)oss. for jtossessive; treat possessives like adjectives in 
the diagrams. 

2. Parse Noise troubles me. 

3. Parse We live fast. 

4. Analyz eThou hatest sin. 

5. Analyze You deceived 
me. 

6. Parse Your hat fts me. 

7. Parse My coat Jits you. 

8. Parse Books instruct us. 

0. Analyze Ye are doomed. 

10. Analyze Joy awaits 
thee. 

11. Parse A mouse bit me. 

12. Analyze Our hopes de¬ 
lude us. 

13. Parse David took Sauks 

cruse. 1 Samuel, xxvi. 12 

14. Parse David took SauTs spear. 

15. Parse He struck me. 

16. Parse Your life is merry. 

17. Parse Our favorite books welcome us. 

18. Analyze The crescent moon lights us 



32 


LESSON TWENTY-SIXTH. 


[Fowler’s Common School Grammar, §§ 96, 38.] 


A predicate noun denoting the same per 
son or thing with its subject, agrees with it in 


case. 

It is I ; it is we. 

It is you ; it is he. 

It is they ; it is she. 

Personal Pronouns. Third Person. 
Singular. 

Plural. 

Masculine. 

Feminine. 

Neuter. 

All Genders. 

Nom. He, 

She, 

It. 

They. 

Their or Theirs. 

Poss. His, 

Her or Hers, 

Its. 

Obj. Him , 

Her, 

It. 

Them. 


Teacher’s Questions.— On '■'■It is I." Questions on the subject and 
verb as before. What part of speech is If Name the personal 
pronouns. Which person? Why? Decline. What case? Why? 
Ans—A predicate noun denoting the same person or thing with its 
subject, agrees with it in case. Q.—Repeat the formula. Ans.— It 
is I, it is we. It is you, it is he. It is they; it is she. 




1. Parse It is 
I. Write 
pred. for 
predicate. 

2. Parse It is 
he. 

3. Analyze It 

is she. 

4. Parse Time 
is money. 

5. Parse It is we. 

6. Analyze It is he. 

7. Parse He is a noble man. 

8. Analyze An honest man 
is a noble man. 

9. Analyze It is you. 

10. Parse I am Samuel. 

11. Parse It is they. 

12. Parse Knowledge is 
power. 

13. Analyze It is they. 

14. Parse It ivas I. 

13. Parse Books teach us. 

10. Parse lie likes me. 

17. Analyze It ivas he. 

18. Parse/# was a very good 
man. 

19. Parse I am thy servant. 






















DECLENSION.—INTERROGATIVE. 


33 


LESSON TWENTY-SEVENTH. 

[Fowler’s Common School Grammar, §§ 97,45.] 

The possessive case describes a noun fry 
telling whom or what it belongs to. 


The interrogative I-ronouns are who, which , and what. 

Sing. and Plur. Sing, and Plur. 

Nom. Who, Which. What 

Poss. Whose, Whose. is not 

Obj. Whom , Which. declined. 

In interrogative sentences the subject often follows the verb. 
Teacher’s Questions.— On ■* John's hat." Parse John's. (See Les. 
sons Seventh and Twenty-fourth.) What case? Give the rule. 
Ans.—T he possessive case describes a noun by telling whom or what 
it belongs to. Q. —What noun does it describe? Ans.— Hat. 



1. Analyze Whose book is that? Treat the possessive as 
an adjective. 

2. Analyze Whose 
voice is that ? 

3. Analyze It is 
John's voice. 

4. Parse Who is 
that ? 

5. Parse It is I. 

6. Parse Whose hat was 
that ? 

7. Analyze It was Johns 
hat. 

8. Parse Whose father 
was Israel? 

9. Parse Whose son ivas 
Joseph ? 

10. Analyze Joseph's coat 
had many colors. 

11. Analyze Joseph'sfather 
loved him. 

12. Parse Who was Joseph's 
father ? 

13. Parse Who were Jo- Genesis, xxxvii. 3. 

seph's brethren? 

14. Analyze Joseph fed his father's flock. 

15. Analyze Joseph's brethren fed his fond father's flock. 








10. Parse Who struck whom? 

17. Parse It was he. H-e struck me. 











34 


DECLENSION.—PREPOSITIONS. 


LESSON TWENTY-EIGHTH. 

[Fowler’s Common School Grammar, §§ 86-87.] 

The objective case may be governed by a 

PREPOSITION. 

A preposition governs an objective case, and shows its re¬ 
lation to some other word in its clause. In analysis it is 
merely a sign of the combination between these two words. 

Such are at, after, by, for, from, in, of, on, over, to, through, under, with, before, behind, 
etc. The scholar may tell a preposition by putting me after it and a verb before it. 

Teacher's Questions.— On '•'•John came to me." Questions on sub¬ 
ject, predicate, ,/o/m, and came as before. Q.—What is to? Ans. 
—A preposition. Q.—Why? Ans. —It governs an objective case, 
and shows its relation to another word in its clause. Q —What 
word does it govern? Ans.— Me. Q.—To what word does it show 
the relation of me ? Ans. —To came. Q. — What is me? Name the 
personal pronouns. Which person ? Why ? Decline, What case 1 
What is it governed by? Ans.— To. Q. — The rule? Ans.—' The 
objective case may be governed by a preposition. 

1. Analyze Men of money give it to us with caution. 



Write the preposition between the two words between 
which it shows the relation. If it connects its object¬ 
ive to a noun or pronoun, mark with the attkibutivk 
sign —, otherwise with the adverbial sign =. 

With advanced scholars, indirect objects should be distinguished from 
adverbial adjuncts, and connected to the objective line. Thus a 
person to whom something is given , or for whom something is done , 
makes an indirect dative object., which may be marked \, and con¬ 
nected as above. 


2. Parse John stood by me. Write prep, for preposition, 
n. fi. in. 
a tooc/, v. c. 


3c/, notn. oic/y. 



me, fit. fi. u. 


/ #6, o/yt. 


3. Analyze Franklin was a man of mind. 




















DECLENSION.—PREPOSITIONS. 


35 


4. Parse He looked at me. 

5. Parse He went to sea. 

6. Parse She spoke to me. 

7. Parse She spoke words to me. 

8. Analyze Boys read for pleasure. 

9. Analyze Boys read books for pleasure. 

10. Analyze David took a spear from Saul. 

11. Parse He gave the book to me. 

12. Parse I am he. 


13. 

14. 

15. 

16. 

17. 

18. 

19. 

20 . 
21 . 
22 . 

23. 

24. 

25. 

26. 


27. 

28. 

29. 

30. 

31. 

32. 

33. 

34. 

35. 

36. 


Analyze Washington lived in Virginia. 

Analyze The moon gives light to us. 

Parse The moon looks on many brooks. 

Parse Thou, art the man. 

Analyze It is I. 

Parse Who spoke to me ? 

Analyze It was I. I spoke to you. 

Analyze Who ran after me ? 

Parse It was she. She ran after you. 

Analyze Moses kept sheep on Horeb. 

Parse Whose sheep are 
those? 

Analyze He has a staff 
in his hand. 

Parse The desert lies 
before him. 

Write a sentence sug¬ 
gested by the picture¬ 
having the preposition 
with. 

Write one with the prep¬ 
osition behind. 

Write one with the prep¬ 
osition on. 

Analyze David was a 
shepherd in Bethlehem. 

Analyze Moses sang of the creation. 

Parse In the beginning God created the heavens. 

Analyze David sang on Sion hill. 

Analyze Isaiah sang of Siloa's brook. 

Write a sentence about something in the picture, and use 
the preposition under. 

Write one with the preposition over. 

Write one with the preposition before. 



Exodus, iii. 1. 















86 


MISCELLANEOUS QUESTIONS. 


LESSON TWENTY-NINTH. 

MISCELLANEOUS QUESTIONS. 

[The pupil should now be trained to parse each word, decline the nouns and pro 
nouns, and give the rules for the cases, without questioning.] 

1. Write a predicate with lions. 

2. Write a subject with bark. 

3. Write an intransitive verb as a predicate of man. 

4. Write a copulative verb and predicate about Washington. 

5. Write a transitive verb and object about Moses. 

6. Write three feminine nouns not names of persons. 

7. Write three proper nouns not names of persons. 

8. Write the masculine of aunt, lioness, sister. 

9. Write a predicate adjective about the feminine plural of 
boy, husband, father. 

10. Analyze Washington was first in tear. 

11. Parse Washington was first in peace. 

12. Write a superlative predicate with lions. 

13. Write a sentence with loudest as an attributive adjective 

14. Analyze Moses rose up 
early. 

15. Parse Moses went unto 
Mount Sinai. 

16. Analyze Moses took the 

two tables. 

17. Analyze He took in his 
hand the two tables. 

18. Analyze He took the two 
tables of stone. 

19. Write a sentence de¬ 
scribing the sun in the 
picture. 

20. Write a sentence using 
good as an attributive 
adjective, and one using 
it as predicative adjective. 

21. Write sentences with these adverbs: always, cheerfully . 
very. 

22. Write the plural of lady, widoiv, man, boy. 

23. Analyze Sleighing is cold fun. 

24. Write three neuter names of things you would like te 
have. 

25. Analyze fife seems short. 

26. Parse The Nile fertilizes Egypt. 













MISCELLANEOUS QUESTIONS. 


37 


27. Analyze Samuel sent for David. 

28. Parse Da vid was rudely. 

29. Analyze David was 
goodly to the eye. 

80. Analyz q David was with 
the sheep. 

51. Write a sentence about 
the sheep in the pic¬ 
ture. 

32. Analyze Whose sheep 
are these ? 

33. Parse Who is there? 

31. Parse It is I. I am 

here. 

35. Analyze Shepherds were 
poets once. 

36. Analyze Shepherds 
watched the stars in old times. 

37. Analyze It was I. I sany of mans first disobedience. 

38. Analyze Shepherds were poets in old times. 

39. W rite three nouns, names of things you can point out. 

40. Write three nouns, names of revolutionary heroes. 

41. Write a sentence about each of them. 

42. Write three nouns, names of cities in England. 

43. Write a sentence about each of them. 

44. W'rite the ordinals for one, two , three, twenty. 

45. White a sentence with a cardinal about the sheep in the 
picture. 

46. What gender have these : king, parent, sir, child, cousin, 
son-in-law , niece, goose, deacon ? 

47. Analyze Who is that ? 

48. Parse It is he. It is David. 

49. Write a sentence describing the sun in the picture on 
page 27. 

50. Write one describing the clouds. 

51. W r rite one describing the attitude of Moses on page 34. 

52. Complete this sentence about Moses: He has - in 

his right hand. 

53. Complete this : He has - in his left hand. 

54. Write a sentence telling where he is standing. 

55. Write a sentence about David in the picture on page 35, 
and bring in the preposition upon. 

56. Write another with around. 










88 


INFLEXION OF VERBS, 


CHAPTER Y. 

LESSON THIRTIETH. 

[Fowler’s Common School Grammar, §§ 116, 56, 75.] 


A finite verb agrees with its subject in 
number and person. 

The present tense denotes present time. 


The scholar can tell whether a form is present by putting now after it 
INDICATIVE MODE. 

PRE8ENT TENSE. 


Plural. 

We love. 

Ye or you love. 
They love. 


Singular. 


First person, I love. 
Second person, Thou lovest. 
Third person, He loves. 


Teacher’s Questions. —On u John loves me." Questions as before 
on subject, predicate, and John. Q.—What part of speech is loves t 
Why ? Transitive, intransitive, or copulative ? Why ? What 
tense? Ans. —The present tense. Q.—Why? Ans. —It denotes 

present time, John loves now. Q.—Inflect it. Ans _First person 

/ l”ve, second person Thou lovest , third person He loves; Plural: 
first person We love, second person Ye or you love , third person They 
love. Q—What number and person is lovest Ans. —Singular 
number and third person. Q. Why? Ans. —To agree with its sub¬ 
ject, John. Q.—Rule? Ans.—A finite verb agrees with its subject 
in number and person. Questions as before on me. 

I. Parse John likes apples. Write pres, for present. 



2. Parse He loves his mother. 

3. Parse Thou lovest me. 

4. Parse They love money. 

5. Parse Misers love money. 

6. Parse Poets make melodies. 

7. Parse 1 hope for happiness. 

8. Analyze They dream of peace. 

9. Analyze A good teacher likes cheerful faces. 

10. Parse The roses fade. 

11. Analyze God helps the stout-hearted. 

12. Analyze A father s blessing builds houses for his chii 


dren. 


INFLECTION.—PRESENT TENSE. 


39 


LESSON THIRTY-FIRST. 

[Fowler’s Common School Grammar, § 72.] 

The verb to be is irregular. 

INDICATIVE MODE. 


. PRESENT TENSE. 

Singulai’. 

First person, I am. 

Second person, Thou art. 

Third person, He is. 

Teacher’s Questions as before. Insist on 
example. 


Plural. 

We are. 

Ye or you are. 
They are. 

the inflection with everj 


1. Parse He is strong. 

2. Parse They are good. 

3. Parse Who is that ? 

4. Parse It is he. 

5. Analyze Fire is a good servant. 

6. Parse Fire is a had master. 

7. Parse We are here. 

8. Analyze Here are reap¬ 
ers. 

9. Parse Their sheaves are 
ripe. 

10. Parse Who is there ? 

11. Parse It is I. 

12. Analyze The good love 
peace. 

13. Parse Thou art the man. 

14. Parse All men are im¬ 
mortal. 

15. Analyze Youth is the 
springtime of life. 

16. Analyze Anger is a short 
madness. 

17. Parse Are you there? 

18. Analyze I am here. 

19. Analyze Good men are the images o f God. 

20. Analyze The visit of a friend is the sunlight of a house 

21. Analyze Little things are great to little men. 

22. Parse It is we. We are here. 

23. Parse You are my friend. 

24. Parse Thou art my friend. 

25. Analyze The plura l you is an address of courtesy to one 
person. 






INFLECTION.—PAST TENSE. 


•tO 


LESSON THIRTY-SECOND. 


[^Fowler's Common School Grammar, §§ 57, 74, 75.] 


The past tense denotes past time. 

The scholar may tell whether a form is past by putting yesterday 
after it. 

Regular verbs form the past tense by the 
addition of -d or -ed to the present. 


INDICATIVE MODE. 

PAST TENSE. 
Singular. 


Plural. 

We loved. 

Ye or you loved. 
They loved. 


First person, I loved. 
Second person, Thou lovedst. 
Third person, He loved. 


Teacher’s Questions. —On “J loved." Special questions on loved. 
Q_What part of speech ? Why? Transitive, intransitive, or cop¬ 

ulative? Why? What tense? Why? Ans. —It denotes past time. 
I loved yesterday. Q.—From what present ? Ans —From love. 

Q. — How i3 loved formed from love? Ans. —By adding d. Q _ Is 

love a regular verb ? Why ? Ans. —Because it forms its past tense 
by the addition of -d. Q.— Inflect the present, love. Inflect the 
past, loved. See the Questions in Lesson XXX. What number and 
person? Why? Rule? 

1. Parse John liked apples. Write reg. for reyular, and 
past for past tense. 



2. Parse He loved his sister. 

3. Parse She loved her brother. 

4. Parse The roses faded. 

5. Parse Lovedst thou me ? 

fi. Analyze All hoped for happiness. 

7. Parse Washington loved liberty. 

8. Analyze His countrymen loved Washington. 

9. Write a sentence containing the past tense of wish. 

10. Write one containing the past tense, singular, first person 
of help. 

11. Write one with the past, plural, 2d of dream. 

12. Analyze Who invented letters? 

13. Parse Who discovered the circulation of the blood 

14. Analyze WhoJirst used a steam-boat? 

15. Parse He opened those books. 


REGULAR VERBS. 


41 


It whistled itself. 



16. Parse The roses faded. 

17. Analyze Who whistled? 

18. Analyze It hailed upon 
all the land of Egypt. 

19. Write a sentence about 
the Pyramids as shown 
in the picture, contain¬ 
ing the past tense of 
lighten. 

30. Write one containing 
the past tense of rain. 

21. Write one containing 
the past tense of min- 
gle. 

22. Analyze Franklin ivrest- 
ed the lightning from 
the skies. 

23. Write a sentence con¬ 
taining the past tense of tremble. 

24. Analyze Who erected the Pyramids? 

25. Parse The Nile overflowed Egypt. 

26. Write a sentence with Pharaoh for its subject and pur 
sued for its verb. 

27. Write a sentence with hardened for its verb. 

28. Parse He handed me those books. 

29. Parse I wanted those shoes. 


Exodus, ix. 


30. Analyze I looked at those books. 

31. Parse What is that ? 

32. Analyze A friend never flatters. 

33. Write a sentence with the past tense of flee. 

34. Parse Washington lived in Virginia. 

35. Analyze He looked at me. 

36. Parse The shepherds watched the stars in ola times. 

37. Write a sentence with seemed as its verb. 

38. Write a sentence with appeared as its verb. 

39. Parse The north winds killed the fruit. 

40. Analyze The snow half covered the fences. 

41. Parse The horse trotted briskly. 

42. Parse We saved those peaches. 

43. Analyze Those boys looked sick. 

44. Parse The tailor used a goose. 

45. Analyze A noble dog saved a drowning boy 

46. Parse An honest man is a noble man. 





42 PAST TENSE.—IRREGULAR VERBS. 


LESSON THIRTY-THIRD. 

[Fowler's Common School Gramma*, § 79.] 


Irregular verbs are such as do not form 
the past tense and perfect participle by the 
addition of -d or -ed to the present. 

Irregular verbs generally change the vowel 
of the present to form the past. 


Present. 

Past. 

eat , 

ate. 

bid , 

bade. 

steal , 

stole. 

swim, 

swam. 

find , 

found. 

run , 

ran. 


First person, 
Second person, 
Third person, 


Present. 

Past. 

drive , 

drove. 

cleave , 

clove. 

choose , 

chose. 

wake , 

woke. 

take , 

took. 

stand. 

stood. 


INDICATIVE MODE. 
PAST TENSE. 

Singular. 

I took. 

Thou tookest. 

He took. 


Present. Paat. 

fail, fell, 

blow, blew, 

sell , sold, 

bring , brought, 

seek , sought, 

buy , bought. 


Plural. 

We took. 

Ye or you took. 
They took. 


Teacher’s Questions.— On u 7 took." Special questions on took. 
Q.—Wliat part of speech? Why? Transitive, intransitive, or cop¬ 
ulative? Why? What tense? Why? .A ns— It denotes past time, 
I took yesterday. Q. From what present? Ans. —From take. 
Q.—How formed? Ans.— By change of vowel — a to oo. Q— Regu¬ 
lar or irregular? Why? Ans.-— Because it does not form its past 
tense by the addition of ~d or -ed to the present. Q. — Inflect the 
present. Inflect the past. Number and person ? Why? Rule? 


1. Parse John ran fast. Write ir. for irregular. 


'Jfo/ln, n. ft. m. a. 3c/, now 
zan, v. t. ti. fiaot, atnp 3<f 

afo. 



2. Parse / stood fast. 

3. Parse We woke up. 

4. Parse They fell down. 

5. Parse I took it. up. 

6. Analyze Who took those apples 9 

7. Parse She ate them up. 

8. Parse Benedict Arnold sold his country • 

9. Analyze Beamier swain the Hellespont. 

10. Parse The Turk awoke. 

11. Write sentences with the past tense of find, buy , rim. 




PAST TENSE.—IRREGULAR VERBS. 43 


LESSON THIRTY-FOURTH. 

[Fowler’s Common School Grammar, § 72.] 

TO BE. 


First person, 
Second person, 
Third person, 


INDICATIVE MODE. 

PAST TENSE. 

Singular. 

I was. 

Thou wast. 

He was. 


Plural. 

We were. 

Ye or you were. 
They were. 

ders E twd EE Th?i™^lv/ N o 8 ' _: )? h iu re ‘ •«. S P pply in P ar entheses words un¬ 
derstood. j nus, Who is it? write u (/£ is) I." 

1. Parse He was good. 

2. Parse You were right. 

3. Parse Were they happy? 

4. Parse Who were those boys? Truants. 

5. Parse I was in Boston. 

6* Parse IP hat was that ? Rain. 

7. Parse A storm arose. 

8. Parse The winds blew. 

1). Parse The rain descend¬ 
ed. 

10. Parse The floods came. 

11. Analyze The stream beat j 
vehemently upon that 
house. 

12. Analyze Who is that? 

13. Parse It was I. 

14. A nalyze You were 
wrong. 

15. Analyze The wise man 
founded his house upon 
a rock. 

16. Parse The stream shook it not. 

17. Parse Birds few in the air. 

18. Analyze Esau sold his birthright. 

19. Parse He drove like Jehu. 

20. Parse Philip bought traitors. 

21. Analyze I clove him to the chin. 

22. Parse They fell like lead. 

23. Analyze There was a sound of revelry by night. 

24. Write sentences using the past tense of eat , bid, steal, 
seek. 



Luke, vi 


D 

















44 


FUTURE TENSE. 


LESSON THIRTY-FIFTH. 

[Fowler’s Common School Grammar, §§ 58, 75.] 

The future tense denotes future time. 

Its sign is shall or will. Such verbs are called auxiliary verba. 
INDICATIVE MODE. 


FUTURE TENSE. 


1. The regular verb love. 


Singular. 

First person, I shall love. 
Second person, Thou wilt love. 
Third person, lie ivill love. 


Plural. 

We shall love. 

Ye or you ivill love - 
They will love. 


2. The irregular verb he. 

First person, I shall be. We shall he. ^ 

Second person, Thou wilt he. 1 e or you will he. 

Third person, He ivill he. They will he. 

Teacher’s Questions.— On U I shall go." Q.— What is the subject? 
Why? Predicate? Why? Verb? Why? Transitive, intransitive, 
or copulative? Why? Tense? Why? Ans. —It denotes future 
tense, I shall go to-morrow. Q. — From what present? How form¬ 
ed ? Ans. —By prefixing the future sign shall. Q—Is go regular 
or irregular? Why? Inflect the present. The past. The future 
Number and person? Why? Rule? 


1. Parse I shall go. Write fut. for future. 

of, fit. fi. 4. / dt, nom. ua/y. 
4-4a/f yo, v. t. iz. u. / at. 

2. Analyze Frank will tell us. 





\i 





Parse We shall go 

away. 



4. Parse He will save us. 

5. Analyze You will see hut little of him. 

0. Parse I shall suffer terribly. 

7. Analyze God will help the helpful. 

8. Parse We shall endure much hardship. 

9. Analyze They ivill play a game to-morrow 

10. Analyze You ivill watch in vain. 

11. Parse We shall he here twenty days. 

12. Analyze Thou wilt soon forget us. 

13. Parse You will soon become a hero 


1 

J 









FUTURE-PRO MISSIVE FORM. 


45 


LESSON THIRTY-SIXTH. 

[Fowler s Common School Grammar, §§ 69, 75.] 

In promises, will is used in the first person 
and shall in the second and third. 

Tbachek’s Questions -On “Iwill go." Questions first as in the last 
lesson, then ad.l: Why is will used instead of shall f Ans.-IiI 
third ’ will is used in the first person, and shall in the second and 

1. Parse I will tell him. 
missive. 


Write fat. prom, for future pro* 



Os, fit. f. d. / dt, no??i, du/y. 
tot//* t/ff, v. t. ti. fno??i. d. f dt. 

4v??i, fit. ft. d. Sc/, o/y. 

2. Parse We will help you. 

3. Parse He shall pay you. 

4. Parse You shall go. I will take you. 

5. Analyze I will marry you. 

6. Write a promise to pay 
a debt with I for the 
subject. 

7. Write a promise that 
your brother shall pay 
a debt to-morrow. 

8. Analyze The good citi¬ 
zen will hope well for 
his country. 

9. Parse Roses will fade. 

10. Parse You shall have 
your money. 

11. Write a sentence with 
I for its subject, and 
with shall or will, declaring that you are to be married 
to-morrow. 

12. Write a sentence with you for its object, promising to 
marry to-morrow. 

13 Parse He will help us. 

14. Parse 7 shall drown. 

15. Parse Nobody will help me. 

16. Parse W e will help him. 

17. Analyze He shall not drown. 

18. Analyze The river will bear him away 



46 


PERFECT TENSE. 


LESSON THIRTY-SEVENTH. 


[Fowler’s Common School Grammar, §§ 59, 65, 75, 79.] 

The perfect tense denotes an act as hay 
ing now been done. 

Its sign is have, which is put with the past participle. 

A participle is a form of the verb which 
is used like an adjective. 

The scholar may tell the past participle by putting have before it. 

The principal parts of a verb are the present 
tense, the past tense, and the past participle. 

The past participle of the regular verb is like the past tense. 

The past participles of irregular verbs are often formed by adding -en 
or -n to the present tense, sometimes to the imperfect, and th^ are 
often like the past tense. 


Present. 

Past. 

Regular. 

Past Part. 

Present. 

steal, 

Past. 

stole. 

Past Part. 
stolen. 

love, 

loved, 

loved. 

choose, 

chose, 

found, 

stood, 

chosen. 

aid , 

aided, 

Irregular. 

aided. 

find, 
stand, 

found. 

stood. 

eat, 

ate, 

bade. 

eaten. 

sell, 

sold. 

sold. 

bid, 
drive, 

bidden. 

briny. 

brought, 

brought. 

drove. 

driven. 

seek. 

sought, 

sought. 

take. 

took. 

taken. 

swim, 

swam. 

swum. 

cleave , 

clove. 

cloven. 

i un, 

ran. 

run. 


INDICATIVE MODE. 


PERFECT TENSE. 


1. The regular verb love. 


Singular. 

First person, I have l>ved. 
Second person, Thou hast loved. 
Third person, He has loved. 


Plural. 

We have loved. 

Ye or you have loved. 
They have loved. 


2. The irregular verb be. 

First person, I have been. We have been. 

Second person, Thou hast been. Ye or you have been. 
Third person, He has been. They have been. 

rE voHER’s Questions. —On U I have taken the letter." Questions m 
before as far as the tense of have taken. Q—Tense ? Why ? Anb. 
—It denotes an action as just now done. Q.—From what present? 
Anb. — Take. Q.— How formed ? Ans. —Ry prefixing the sign have 
to the past particle taken. Q.—Give the principal parts of take. 

Ans. _Present take, past tonic, past participle taken. Q.—Regular 

or irregular? Why? Inflect the present. The past. The future. 
The perfect. Number and person? Why? Rule? 

1. Parse I have loved thee. Write per/, for perfect. 



PERFECT TENSE 


47 


of, fu. fi. 6. / no?n. uwitf, 

4ave /oved, v. t. tea. feiff. «*. 4 >tf 
4nee, fu. f. a. 2d, od. 

2. Parse He has been away. 

3. Parse He has found his match. 

4. Analyze He has caught a Tartar. 

5. Parse We have lived long. 

6. Analyze We have seen many men. 

7. Parse 1 have written the letter. 

8. Analyze I have told you all about it. 

9. Analyze I have just returned from Paris. 

10. Parse Have you been to town this morning t 

11. Parse Have you taken breakfast ? 

12. Analyze Thou hast chosen the good part. 

13. Write a sentence upon 
the picture, with the 
perfect of take. 

14. Write another with the 
perfect of fee. 

15. Write another with the 
perfect of leave. 

16. Analyze He has taken 
his staff in his hand. 

17. Analyze He has sold his 
birthright for a mess 
of pottage. 

18. Parse The Iliad of Ho¬ 
mer has survived two 
thousand years. 

19. Write a sentence with the perfect of steal. 

20. Parse He has found my books. 

21. Analyze He has brought his Robinson Crusoe to school. 

22. Parse How many boys have read Robinson Crusoe ? 

23. Write a sentence with the perfect of eat. 

24. Write a sentence with the perfect of drown. 

25. Parse He has left the citij. 

26. Parse He has stood on Bunker Hill. 

27. Analyze I shall drown. 

28. Parse I will marry you. 

29. Parse He shall not drown. 

30. Write sentences with the perfects of bid , run , sell. 








48 


PAST PERFECT TENSE. 


LESSON THIRTY-EIGHTH. 

[Fowler’s Common School Grammar, §§ 60, 75, 72.] 

The past perfect tense denotes an act aa 
done before some past time. 

Its sign is had , which is put with the past participle. 


INDICATIVE MODE. 


PAST PERFECT TENSE. 

1. The regular verb love. 

Singular. Plural. 

First person, I had loved. W e had loved. 

Second person, Thou hadst loved. Ye or you had loved. 

Third person, He had loved. They had loved. 

2. The irregular verb be. 

First person, I had been. We had been. 

Second person, Thou hadst been. Ye or you had been 

Third person, He had been. They had been. 

Teacher’s Questions.— As in Lesson XXXVII. 

1. Analyze He had taken his son to Paris. 




Y 



Acmy 

+ 





2. Parse He had tried every thing. Write past perf. foi 
past perfect. 

3. Analyze He had hoped till that moment. 

4. Parse He had loved much. 

5. Parse We had seen better days. 

6. Analyze Washington had crossed the Delaware the nigh l 
before. 

7. Parse They had tried every thing. 

8. Analyze Franklin had already invented the lightning-rod 

9. Parse We will help you. 

10. Parse He shall help you. 

11. Parse I shall drown. 

12. Analyze We came too late. He had sunk . 

13. Parse You had fought bravely. 

14. Analyze He had been long an invalid. 













LESSON THIRTY-NINTH. 


49 


[Fowler’s Common School Grammar, § 61, 75, 72.] 

The future perfect tense denotes an act 
as done before some future time. 

Its sign is shall have or will have , which is put with the past participle. 

In promises, WILL have is used in the first 
person , and shall have in the second and third . 

INDICATIVE MODE. 


FUTURE PERFECT TENSE. 


1. The regular verb love. 

Singular. Plural. 

First person, I shall have loved. We shall have loved. 

Second p rson, Thou wilt have loved. Ye or you will have loved. 
Third person, lie will have loved. They ivill have loved. 

2. The irregular verb be. 

First person, I shall have been. We shall have been. 

Second person, Thou wilt have been. Ye or you will have been. 

Third person, Ue will have been. They ivill have been. 

Teacher’s Questions. —As in Lessons XXXV. and XXXVI. 


1. Parse I shall have been successful before that. Write 
Jut. per/, for future perfect , and fat. per/, prom, for 
future perfect promissive. 


Qftz. ft. u. jut, non/, ou/y. 

4&z// Stave tfeen, v. c. ti. Jilt, fu 4 . 4at. 
4itcce44jfu,/, a. ft. fuec/. 
rfeJoie, fiiefi. 

tStat, fit. cfem. 4 . 3 c/, o/y. 


2. Parse He will have <jone 
at nightfall. 

3. Parse We will have 
gone before night. 

4. Analyze They will have 
shorn him before long. 

5. Analyze Before the end 
of a hundred years we 
shall all have died. 

6. Analyze In an hour I 
shall have finished my 
letter. 

7. Parse He shall have 
paid at three o'clock. 









50 


MISCELLANEOUS QUESTIONS. 


LESSON EORTIETH. 


MISCELLANEOUS QUESTIONS. 

TThc pupil may now be taught to give a synopsis of the tenses of ths 
indicative mode, and may inflect only the tense in which his verb 
is found. Kach sentence should be analyzed at recitation, as id 
L essons XVIII.-XXVIII., and then each word parsed ] 


SYNOPSIS. 

Regular verb love. 

Present, / love. 

Past, I loved. 

Future, 1 shall love. 

Perfect, I have loved. 

Past perfect, I had loved. 

Future perfect, I shall have loved. 

1. Parse Life seems short. 

2. Analyz e Good books are pleasant companions. 

3. Parse / shall drown. 

4. Parse I will go. 

5. Parse Thou wilt soon forget me. 

6. Parse Thou shalt soon be paid. 

7. Analyze Who took those apples ? 

8. Parse It was I. 

9. Parse She ate those peaches. 

10. Analyze He drove like Jehu. 

11. Analyze Who discovered the circulation of the blood t 

12. Parse True f riendship is eternal. 

13. Parse Washington livec* at Mount Vernon. 

14. Parse Girls whisper too much. 

15. Analyze They fell like lead. 

16. Parse You will soon become famous. 

17. Analyze We shall be here a week. 

18. Analyze He shall not drown. 

19. Parse We will help him. 

20. Analyze Those clouds are very black. 

21. Parse The ivise man built his house upon a rock. 

22. Analyze Have you taken supper t 

23. Parse Before this time to-morrow I shall have gained a 
peerage. 

24. Parse We had tried every thing. 

25. Analyze He had been long in command. 

2(5. Parse They shall have paid at three o'clock. 

27. Parse Washington had, crossed the Delaware the nigh 
before. 

28. Parse I will marry you. 


8YNOP81& 
Irregular verb be. 
I am. 

J was. 

1 shall be. 

I have been. 

I had been. 

I shall have besn. 


MISCELLANEOUS QUESTIONS. 


51 


29, Parse I shall marry her. 

30, Write a sentence de¬ 
scribing the child in the 
picture. 

31. Write what you think 
will become of him. 

32. Write a sentence de¬ 
scribing the water. 

83. Write a sentence about 
the thing in which the 
child lies. 

34. Write a sentence about 
rushes in the picture. 

35. Parse He shall not 
drown. 

36. Analyze To-morrow he will have starved. 

37. Parse They had hoped till that moment. 

38. Analyze The yood citizen never despairs of the republic. 

39. Parse A storm arose. 

40. Parse The winds blew. 

41. Parse God helps the stout-hearted. 

42. Analyze Hope comes to all. 

43. Parse The visit of a friend is the sunlight of a house. 

44. Analyze Who is there ? It is I. 

45. Parse Good men are the images of God. 

46. Parse Little things are great to little men. 

47. Analyze Sleighing is cold fun. 

48. Analyze Moses rose up early in the morning. 

49. Parse Shepherds were poets once. 

50. Parse We shall all pass away. 

51. Write a sentence containing a numeral. 

52. Write one containing a demonstrative. 

53. Write one with a distributive. 

54. Write one with a copulative verb. 

55. Write one with a transitive verb. 

56. Write one with an interrogative. 

57. Write one with the possessive plural of man. 

58. Write one with the feminine of husband. 

59. Write one with the second person singular of the pt»si 
tense of an irregular verb. 

60. Write one with a promise in the first person. 

61. Analyze Joseph's brethren fed his fathers flock. 

62. Analyze In the beginning God created the earth . 
















52 


MODES. 




LESSON FORTY-FIRST. 


[Fowler’s Common School Grammar, § 62.] 

The indicative inode expresses a simph 
assertion or question. 

The potential mode expresses qiossibility, 
necessity , or duty. 

Its signs are may, can, must, might, could, would, should. 

The subjunctive mode expresses a condi¬ 
tion. 

Its signs are if, though, lest, except, unless, provided, etc. 

The imperative mode expresses a command. 

The infinitive is used as a noun. 


Its 6ign is to. 

The participles are used as adjectives. 

Teacher’s Questions —On '•'•He ran." The subject? Why? Pred¬ 
icate? Why? Parse lie. What part of speech is ran? Why? 
Transitive, intransitive, or copulative ? Why ? From what pres¬ 
ent? The principal parts of run. Regular or irregular? Why? 
What mode? Ans. —Indicative. Q.—Why? Ans. —It expresses a 

simple assertion. Q.—Its sign? Ans _None. Q_Tense? Why? 

Give the synopsis of the indicative. Inflect the tense. Number 
and person? Why? Rule. 

1. Parse I shall go. Write bid. for indicative, pot. for po¬ 
tential, subj. for subjunctive , imp. for imperative , inf. for 
infinitive, p. for participle. 


q/, fin. fit. d. Idl, new. dw/j. 
d/ia/ifyo, v. t. n. tine/. Jul. d. fat. 


2. Parse 1 have written the letter. 

3. Parse I have just come home. 

4. Parse We will help you. 

5. Parse We shall be off to-morrow. 

6. Analyze Who goes there ? It is I. 

7. Analyze Whose books are those ? 

8. Analyze Cowards die many times before their deaths 
'L Parse God will help the helpful. 

10. Analyze God will have a stroke in every battle. 

11. Analyze He will have gone before night. 

12. Write a sentence with an indicative present. 

13. Write a sentence with an indicative past. 


POTENTIAL PRESENT. 


53 


LESSON FORTY-SECOND. 

[Fowler’s Common School Grammar, § 75.] 

The sign of the potential present is may 
can , or must . 

The regular verb love. 

SINGULAR. 

First person, I may, can, or must love. 

Second person, Thou mayest, const, or must love. 
Third person, He may, can , or must love. 


PLURAL. 

First person, We may, can, or must love. 

Second person, Ye or you may, can, or must love. 

Third person, They may, can, or must love. 

Teacher's Questions. —As in Lesson XLI. Ask also of each poton 
tial: Which does it express, possibility, necessity, or duty ? 

1. Parse He must yo. 


<N/i, fn. fi. d. in. 3c/, nom. du/'/. 
muo? (fo 


, v. c. ci. fiol. filed-, d. / ot. 



2. Parse You may eat those apples. 

3. Parse He can drive a good bargain. 

4. Analyze Leander can swim the Hellespont. 

5. Analyze I must take my side against you. 

6. Parse He may catch a 
Tartar. 

7. Parse He can not hold 
the vessel. 

8. Parse It may explode. 

9. Parse He must drop it. 

10. Analyze What can he 
do? “ 

11. Analyze It may blind 
him. 

12. Analyze He has taken 
the cup. 

13. Parse He may lose his 
sight. 

14. Parse We may drown. 

15. Analyze They must be here to-morrow. 

16. Analyze A ll men must die. 

17. Parse No one can be great in all things. 



54 


POTENTIAL PAST. 


LESSON FORTY-THIRD. 

[Fowler’a Common School Grammar, § 75.] 

The sign of the potential past is might , 
wwW, would , or should . 

The regular verb love. 

SINGULAR. 

First person, I might, could, would, or should love. 

Second per., Thou mightest, couldst , wouldst , or shouldst love. 
Third per., He might, could, would , or should love. 

PLURAL. 

First person, He might, could, would , or should love. 
Second person, Ye or ycm might, could, would, or should love, 
Third person, They might, could, would, or should Love. 

Teacher’s Questions _As in Lesson XLII. 

1. Analyze //e should run to a doctor. 



2. Parse They coidd not go yesterday. 

3. Parse / might perhaps go to Boston. 

4. Parse Yo?< would like him much. 

5. Analyze Yow should trust your friends. 

6. Analyze Yo« should love your enemies. 

7. Parse *S/;e might do better. 

8. Parse He should review our lessons often. 

9. Analyze Leander coidd swim the Hellespont 

10. Parse Lord Byron swam the Hellespont, 

11. Parse Where can we go? 

12. Analyze We could hope nothing more. 

13. Parse We should do good to our neighbors 

14. Parse I shall drown. 

15. Parse We will help you. 

16. Analyze Every change must have a cause, 

17 Parse The best bread is the cheapest. 

18 Parse We could find no other bread. 






POTENTIAL PERFECT. 


55 


LESSON FORTY-FOURTH. 

[Fowler’s Common School Grammar, § 75.] 

The sign of the potential perfect is may 
have, can have , or must have. 

The regular verb love. 

SINGULAR. 

First person, 7 may , can , or must have loved. 

Second person, Thou mayest , canst , or 7 /ms* W foued 
I bird person, He may , can, or nms* have loved. 

PLURAL. 

1 iist person, He may, can , or must have loved. 

Second peison, I e or t/om may, can , or must have loved. 
Third person, 77/ey may , can, or wms* Aaue /oned 
Teacher’s Questions— As in Lesson XLIL 

1. Parse He may have loved her. 

Ttcm. 
tep. fiot. 

fit. ft. 6. 3c/, c/y, 

2. Parse She may have seen me. 

3. Parse She must have eaten them. 

4. Analyze They must have 
gone to New York. 

5. Parse There must have 
been a great flood. 

6. Parse Many persons 
must have perished. 

7. Analyze Some may have 
escaped. 

8. Analyze Much property 
must have perished. 

9. Parse The flood m ay 
have reached the high 
lands. 

10. Analyze It must have 
carried away many 
bridges. 

11. Parse Some trees may have withstood the waters 

12. Parse We may have trusted others too far. 

13. Analyze He must have seen many strange sights 





I 























56 


POTENTIAL PAST PERFECT, 


LESSON FORTY-FIFTH. 


[Fowler’s Common School Grammar, § 75.] 

The sign of the potential past perfect is 
might have , could have , would have , or should 
have. 

The regular verb love. 

SINGULAR. 

First, I might, could, would , or should have loved. 

Second, Thou mightest , couldst, wouldst , or shouldst have loved 
Third, He might , could , would, or should have loved. 


PLURAL. 

First, IFe might, could, would, or should have loved. 
Second, Ye or j/on might, could, would, or should have loved. 
Third, They might, could, would, or should have loved. 

SYNOPSIS OK THE POTENTIAL MODE. 

Present, / wot/, ran, or /one. 

Past, I might, could, would, or should love. 

Perfect, I may, can, or must have loved. 

Past perfect, I might, could, would, or should have loved. 

Teacher’s Questions_ As in Lesson XLII. 


1. Parse They might have escaped. 

q/ f 11 - f 1 - 3c/, nom. du/y. 

7my/U /lave edcaflec/, v. i. zey. fiol. fladt flczj^. 

2. Parse They could have 
saved me. 

3. Parse You should have 
studied harder. 

4. Analyze We might have 
aimed higher. 

Analyze Where could 
they have fled ? 

Parse That would have 
been much better. 

Parse They might have 
fled before the battle. 

Write sentences with a 
past perfect, a present, 
and a pei'fect potential 
suggested by the picture 


5 . 


6 . 


7. 














CONJUNCTIONS. 


57 


LESSON FORTY-SIXTH. 


[Fowler’s Common School Grammar, §§ 88, 133.] 

Conjunctions connect sentences , clauses , or 
like parts of clauses. 

A clause is one verb and subject with all their adjuncts. 

Co-ordinate conjunctions connect sen 
tences or like parts of a sentence. 


They make no simple combination, but are merely eigne of connection. 

Such are and, but, or, nor, get, etc.; correlatives, both — and, either — or, etc. 

Teacher's Questions. —On “/ saw and l conquered." Special ques¬ 
tions on and. Q. —What part of speech is and? Ans.—A conjunc¬ 
tion. Q —Why? Ans.— It connects two clauses. Q —Whatclausesf 
Ans. —Those in which saw and conquered are the principal verbs. 
Q. —What kind of conjunction? Ans. —Co-ordinate. Q. —Why5 
Ans.— It connects like parts of a sentence. Q. —Rule? Ans. —Co¬ 
ordinate conjunctions connect sentences, or like parts of a sentence. 

1. Analyze I saw and J conquered. Analyze each clause, 
connect the lines of predication, and write the conjunction 
1 e tween, as in the diagram. 


J 


and 

J 

cco'ntfltsAecl/. 


2. Parse You can yo or you can stay. Write conj. c. for co¬ 
ordinate conjunction. 


pi. p. p/. Sc/, nom. M ^r- 
can yo, v. t. ci. fiot. filed, fit. Sc/, 
oi, conp c. 


you 
can 

3. Analyze They must come , and they must work. 

4. Analyze T shall yo, and you shall stay. 

5. Parse I have lived lony , and I have seen many changes. 

6. Analyze Art is lony and life is short. 

7. Parse The good are rare, and they are not always welcome. 

8. Parse We must study more , and we must work faster. 

9. Analyze I can fly and I can run. 

10. Parse Washington was a native of Virginia , and he lived 
there much of his life. 

11. Analyze The sun rises and the sun goes down. 


fit. fi. pf. Sc/, nom. dudj. 
dtay, v. c. wg. pot. pied. p/. Sc/. 







58 


CO-ORDINATE CONJUNCTIONS. 


LESSON FORTY-SEVENTH. 

[Fowler’s Common School Grammar, §§ 117,119.] 

When the subject is TWO or more nouns 
taken conjointly, the verb takes the plural. 

A singular collective may combine with 
plurals when the individuals are in mind. 

A repeated subject is often understood. 

It should be written out in the answers to the questions, and so should 
other omitted words. Such words may be put in parentheses. 

Teacher's Questions. —On u One and one are two.” Special ques¬ 
tions on are. Q.— Parse are. Ans. — Are is a vekb, because it 
predicates; copulative, because it predicates the numeral two; 
—present be, is, or nm, past ?m«, past, participle been; — irregu 
i.ar, because it does not form its past tense and past participle by 
the addition of -d or -ed; indicative mode, because it expresses a 
simple assertion ;— present tense, because it denotes present time 
(one and one are now two );— I am, thou art, he is, ire ore, ye or you 
are, they are; — plural number and third person, to agree with its 
subject. A verb agrees with its subject in number and person. 

Q — What is its subject? Ans _ One and one. Q. — Rule? Ans— 

When the subject is two or more nouns taken conjointly, the v6rl 
takes the plural number. 

1. Analyze Mary and I married early. 



,and 

J 

/TTUlittecL/ 



2. Parse I saw and conquered. 

of, fit. fi. a. fat. noi7i. audf. 
aato, v. t. tt. and. fiaat, 6. fat. 
and, coiy. c. 

fit. ft. Lai, no?n, audf. 
competed, v. t. te<p. tnd. foal, a. 

3. Analyze You and I are old friends. 

4. Analyze 7 went and saw him. 

5. Analyze Leander and Lord Byron swam the Hellespont 

6. Analyze 7 have lived and suffered. 


Jo/: 







CO-OKDINATE CONJUNCTIONS. 




7. Analyze Washington was first in war andfirst in peace. 



8. Analyze Franklin teas wise and patriotic. 

9. Analyze New York is a great and growing city. 




10. Analyze Lafayette was a generous and ardent man. 

11. Analyze They ran faster and faster. 

12. Analyze Washington and Lafayette were firm friends. 

13. Analyze I went to New York , and there I saw an elephant. 

14. Analyze Many men and much property must have perished. 

15. Analyze You and I should trust our friends and love our 
enemies. 

16. Analyze A king or a queen always rules in England. 

17. Analyze She lays her 
hands to the spindle , 
and her hands hold the 
distaff'. 

18. Analyze She makes fine 
linen and sells it. 

19. Analyze She opens her 
mouth with wisdom , and 
in her tongue is the law 
of kindness. 

20. Analyze She looks well 
to the ways of her house¬ 
hold. and eats not the 
bread of idleness . 

21. Analyze Many daugh¬ 
ters have done virtuously, but thou excellest them all. 

E 


















































60 


CO-ORDINATE CONJUNCTIONS. 


22. Parse We ivere unanimous. 

23. Parse The society were agreed. 

24. Parse The Senate is in session. 

25. Parse The Convention ivere all ready for the vote. 

26. Analyze The Senate and House of Representatives con 
curred in a resolution of adjournment. 

27. Analyze She sang clearly and sweetly. 



28. Parse My wife and I agreed. 

29. Analyze He harangued loudly and long. 

30. Analyze Where are your pen and ink ? 

31. Analyze Three and four are seven. 

32. Parse Three and two are five. 

33. Analyze The Senate were all anxious for news. 

34. Analyze The house is pleasant in summer and winter. 



35. Analyze The soil is good far cotton and corn. 

36. Analyze Active labor is good for the stomach and t> 
pocket. 

37. Analyze Early rising helps to health and wealth. 

38. Parse The Senate listen to every word. 

39. Parse Napoleon s army ivas victorious at Marengo. 

46 Analyze The mother of Frank and Mary lives there. 



































CO-ORDINATE CONJUNCTIONS. 


61 


41. Analyze Eve was the mother of Cain and Abel. 

42. Analyze I saiv Cain and Abel s mother. 






/77ifr£/teJ. 


s^3/a&rty 


/OTk/' 



43. Analyze I saw Cains and Noah's mother. 

J 


J 


\ 

L v 



(/ 771o6/l£H ) 

j 

/Ct/tuA 

c'/rbo-d/iedy. 
-- 



Z2Z 


eA^Ch. aJLd 


44. Analyze Bread and butter is good. 



45. Analyze I want a bowl of bread and milk. 

46. Analyze The name of the firm is J. Smith and Co. 

47. Analyze Eve ivas Cain and Abel's mother. 

48. Analyze Adam was Cain and Abel's father. 

49. Analyze I went to Smith, Brown, and Company's store. 

50. Analyze I went to Smith's and Brown's store. 

51. Analyze Have you Andrews and Stoddard's Grammar ? 

52. Analyze Have you 1 Vorcester s and Webster s Dictionary? 

53. Analyze Have you seen Washington's and Jefferson's pic¬ 
ture ? 

54. Analyze The House were all busy. 

55. Analyze Washington and Franklin were true patriots. 

56. Analyze Washington ivas first in war, first in peace, and 
first in the hearts of his countrymen. 

57. Analyze Franklin wrested the lightning from heaven, and 
the s epter from tyrants. 

58. Analyze The Germans sometimes sneer at bread-and-butter 
philosophy. 

































62 


subordinate conjunctions. 


LESSON FORTY-EIGHTH. 

[Fowler’s Common School Grammar, §§ 125, 75.] 

The sign of the subjunctive mode is if % 
though, lest, unless,'provided, or the like. 

Subordinate conjunctions connect a subor^ 
dinate clause to some word which it modifies. 

Such are if, though, lest, unless, provided, because, as, than, etc. 

A subordinate clause is used as a substantive, 
an adjective, or an adverb. 

The clause containing a subjunctive is a conditional adverb, and mo£ 

ifies the verb to which it is connected by its conjunction. 


SUBJUNCTIVE MODE. 


PRESENT TENSE. 

1. The regular verb love. 

SINGULAR. PLUKAL. 

First person, If I love. If we love. 

Second person, If thou love. If ye or you love. 

Third person, If he love. If they love. 

2. The irregular verb be. 

First person, If I be. If we be. 

Second person, If thou be. If ye or you be. 

Third person, If he be. If they be. 

Teacher’s Questions.-Oh conjunctions, like those in Lesson XL VI 
On the verb, as in Lesson XLVlL; also, Why is it in the subjunctive, 
and what is its sign ? 

1. Parse He can go if he choose. Write conj. s. for subordi 
nate conjunction. 

fit. ft. 6. 3cf, ncm, oavg. 

can <go, v. c. it. pot. fiteo-. a. 3c/. 

t’jj 7 , coup 6. 

4c, fit. ft. a. 3cf, nom. aujy. 
cfiooae. v. t. it. au4g. fitea. a. 3if. 


2. Parse We shall not live long if ive live fast. 

8. Parse Others will help us if ive help ourselves < 

4. Parse I will trust him , though he slay me. 

5. Parse He will give if he have money. 

G. Parse They can go if they choose. 


THE SUBJUNCTIVE MODE. 


63 


7. Parse You can not. trust a workman unless he-love his work. 

8. Analyze No man can be great unless he toil greatly. Trea 
the adverbial clause like a simple adverb. 



9. Analyze No one will help us unless we help ourselves. 

10. Analyze We shall havefriends if we are ourselves friendly. 

11. Parse I shall try again , though I fail again. 

12. Analyze He will judge justly provided his own pocket be 
untouched. 

13. Parse We can have no friends unless we are ourselve. 
friendly. 


LESSON FORTY-NINTH. 

[Fowler’s Common School Grammar, §§ 125, 15.] 
SUBJUNCTIVE MODE. 


PAST TENSE. 


1. The regular verb love. 


SINGULAR. 

First person, If I loved. 
Second person, If thou loved. 
Third person, If he loved. 


PLURAL, 

If we loved. 

If ye or you loved 
If they loved. 


2. The irregular verb be. 

First person, If I were. If we were. 

Second person, If thou wert. If ye or you were. 

Third person, If he were. If they were. 

Besides the forms already given, all the foims of all the tenses of the 
indicative and potential modes are used after the conditional con 
junctions, and are then called subjunctives. 

Tracher’s Questions. —As in Lesson XLVIII. 

1. Parse He would give if he were here. 

2. Parse We should have friends if we were friendly. 

3. Analyze Men would be happy if they were good. 












64 


IMPERATIVE MODE. 


4 . Analyze Men would not 

5. Parse The sunrise would 
not be beautiful if its 
maker loved not beauty. 

6 Analyze If men were 
pure in heart they should 
see God. 

7 Parse Life has been long 
if it has answered life's 
great end. 

8. Analyze Fire is a good 
servant, but a bad mas¬ 
ter. 

9. Parse Not wealth, but 
contentment , makes men 
happy. 

10. Analyze If thou hadst be 
died. 


orship the sun if they knew God. 



here my brother would not have 


LESSON FIFTIETH. 


[Fowler’s Common School Grammar, §§ 75, 96, II.J 


IMPERATIVE MODE. 

The regular verb love. 

SINGULAR. PLURAL. 

Love, or love thou. Love, or love ye or you. 

The subject of an imperative is thou, or you or ye, and is oftenest un¬ 
derstood. 

The name of a person or thing addressed 
is in the nominative case independent. 


Teacher’s Questions. —On the verb as in Lesson XL VII.; also, when 
the verb is in the imperative mode, Why ? On the noun addressed, 
Why in the nominative ? Rule ? 

1. Parse Run, John. Write imp. for imperative, indep foi 
independent. 


//ffun, v. t. n. tmfi. ft/. Sc/, 
you, fit. fi. fi/. Sc/, noin. duly, 
^y/o/in, n. f. in. a. Sc/, no/n. /nt/ef» 


2. Parse Come, Sir. 
8. Parse Fear God. 


















IMPERATIVE MODE. 


65 


4 . Parse Cherish your friends. 

5. Parse Go if you choose. 

6. Analyze Try it again, John, if you fail. Treat a nom¬ 
inative independent as though it were a co-ordinat® 
clause. It is called a g-mtsi-clause. 



7. Analyze Fear God and keep His commandments. 

8. Analyze Come, John , and see us. 

9. Analyze Love your enemies. 

10. Parse Trust him, and he will trust you. 

11. Analyze Be courteous to all. 

12. Analyze Be just and fear not. 

13. Parse Work, man, or die. 

14. Analyze Still in thy right hand carry gentle peace. 

15. Analyze Honor thy fa¬ 
ther and mother. 

16. Parse Watchman, 
awake. 

17. Analyze Awake, or you 
perish. 

18. Parse The sentinel 
sleeps, and we can take 
the town. 

19. Parse To-morrow morn¬ 
ing the city will have 
fallen. 

20. Analyze Come, friends, 
and help its. 

21. Analyze You and I are 
good friends. 

22. Parse We might have saved them. 

23. Analyze He might have had friends if he had been him¬ 
self friendly. 

24. Parse Submit, and I will save you. 

25. Write a sentence with an imperative suggested by the 
picture. 


























66 


INFINITIVE MODE. 


LEorfON FIFTY-FIRST. 


[Fowler’s Common School Grammar, §§ 75, 122, 123.] 

The sign of the infinitive mode is to. 

Bid, dart’, do, feel, have, hear, let, make, need, see, and some othw 
verbs, are followed by an infinitive without to. 

The regular verb love. 

Present, To love. Perfect, To have loved. 

The infinitive is construed as a neuter noun. 


Teacher’s Questions.— I. On '•'■He came to fish." Q_Parse fish. 

(Answer as in Lesson XLVII. as far as the mode.) Q_W hy infini¬ 
tive? Ans _It is used as a noun. Q.—Its sign? Ans. — To. Q.— 

Its case? Ans. —Objective case and governed by to. Q.—Rule? 
The objective case may be governed by a preposition. The infini¬ 
tive is construed as a neuter noun. 

II. On u He begins to w<ep." Questions as before to the case. Q.— 

What case? Ans _ To weep is in the objective case and governed 

by begins. Q.—Rule? Ans. —The direct object of a verb is put in 
the objective case. 

III. On '•'•To live is sioeet." Questions as before to the case. Q.— 
AVhat case? Ans. —To live is in the nominative case. Q.—Why? 

Ans. — It is the subject of is. Q_Rule? Ans_ The subject of * 

finite vei b is put in the nominative case. 


1. Parse He came to Jish. Write inf. for infinitive. 

fitt. ft. m. a. 3ef, item, duJy. 
came, v. i. it. imef. fitadl, d. 3cf. 




i. 


tey. 


hi/. fitter. o/y. 


2. Parse He begins to weep. 

fitt. fit. m. d. 3cf. nom. du/y. 
f>eyidid, v. i. it. frte/. fitted, d. 3cf. 
to tveefit, v. i. it. idijf. fitted, o/y. 

3. Analyze He came to fish. He begins to weep. 















INFINITIVE MODE. 


67 


4. Analyze He is able to work. To live is sweet. 


5. Analyze To die is gain. 

6. Analyze They began to sing. 

7. Analyze The fire began to burn. 

8. Parse Will you come to see me ? 

9. Analyze I want to go. 

10. Parse Shall you go to hear the lecture ? 

11. Parse I hope to go. 

12. Analyze Learn to wait. 

13. Analyze He seems to have suffered much. 

14. Parse The cold begins to abate. 

15. Parse He stops to warm 
his hands. 

16. Analyze The picture 
represents a lazy man. 

He should go to plow , 
but he has made a Jire , 
and stays to warm him¬ 
self. 

17. Analyze If he does not 
plow in spring he will 
have to beg in harvest. 

18. Parse He spreads his 
hands to warm them. 

19. Analyze Learn to labor 
and to wait. 

20. Analyze To die for one's country is sweet. 

21. Parse He claims to have taught in Paris. 

22. Analyze To cease from strife is an honor. 

23. Analyze Make haste slowly. 

24. Analyze Run , John , and rouse him. 

25. Parse Work , man , or you will starve. 

26. Write a sentence with a present infinitive about the man 
in the picture. 

27. Write one with a perfect infinitive about his hands. 

28. Write another about his feet. 

29. Write a prediction about him. 

30. Write a sentence about the fire. 















68 


SUBJECT OF THE INFINITIVE. 


LESSON FIFTY-SECOND. 

[Fowler’s Common School Grammar, §§ 122, VI., VII., 77, 78.] 

The subject of an infinitive is put in the ob 
jective. 

It is often the same as the subject of the preceding finite verb, and not 
expressed. A quasi-predicate agrees in case with its subject. 

Do, dost, does , or did, didst, and the infinitive after them, are treated 
as one word iu parsing, and called an interrogative form, if they 
ask a question ; if not, an emphatic form. 

Teacher’s Questions.— -On U J wish them to he men." Them should 
be parsed as before; also Q.—Why objective? Rule? Ans. —The 
subject of an infinitive is put in the objective. Q. — Parse men. 
Rule? Ans.—A quasi-predicate agrees in case with its subject. 

I. Analyze I wish them to he men. 


«/ 

Al'id/l/ 

\/ 


/tfwDti /to / men . 

i 


2. Analyze I do wish him to (jo home. 

3. Parse I bade him go. 

4. Analyze Did you hear him sing ? 

5. Parse Man's inhumanity to man makes countless thousands 
mourn. 

6. Parse Let hint go. 

7. Analyze Let him live and learn. 

8. Analyze Let. us go to help him. 

9. Parse I wish him to learn music. 

10. Analyze What would you have me do? 

11. Analyze Napoleon declared the empire to he peace. 

12. Parse We will make them love us. 

13. Parse I see before me the gladiator lie. 

14. Analyze I do not rise to tvaste the night in words. Li t 
that plebeian talk. 

15. Analyze Read not tojind talk and discourse. 

16. Analyze Read to weigh and consider. 

17. Parse I might have let him drown. 

18. Parse Honor thy father and mother. 

19. Analyze You and I are old friends. 

20. Analyze Franklin was a wise and patriotic man. 

21. Parse We should love our enemies and trust our friends . 










PARTICIPLES. 


69 


LESSON FIFTY-THIRD. 

[Fowler’s Common School Grammar, §§ 63-65, 75, 127, 12*.] 

A participle describes or defines a noun. 

The sign of the present participle is -ing, of the past in regular vc rb* 
-ed, of the compound perfect having. 


1. The regular verb love. 


Present. 

Past. 

Compound perfect. 

Loving. 

Loved. 

Having loved. 


2. Irregular 

verbs. 

Being. 

Been. 

Having been. 

Taking. 

Taken. 

Having taken. 

Selling. 

Sold. 

Having sold. 


Teacuek’s Questions —Parse a participle just as the verb is parsed 
in Lesson XLVIT. as far as the mode. Q.—Why is it a participle? 
Ans.— Because it describes a noun. Q.—What noun? The sign? 
The rule? 


1. Analyze He came up, running. Treat the participle as 
an adjective. 

2. Parse Ctesar, wounded, fell. 

< ~&’acoai, n. ft. m. a. 3c/, 


nom. ouff. 


V- 

u/ounc/c/, fait, fiaot. 

Je//, v. i. n. tnc/. faot, a-. 3c/. 




3. Parse He took leave, 
shaking hands. 

L Parse I went along, eat¬ 
ing my roll. 

5. Analvze Alexander, 
having conquered the 
world, wept for more 
worlds to conquer. 

6. Analyze Alexander, 
springing on the back 
of Bucephalus, soon 
tamed him. 

7. Analyze Alexander, 
marching into Asia, de¬ 
feated Darius. 

8. Analyze Alexander, 
overcome by intoxication, murdered his friend. 


Alexander the Great. 












70 NOM. ABSOLUTE.—ADVERBIAL CLAUSES. 


LESSON FIFTY-FOURTH. 

[Fowler’s Common School Grammar, § 96, I.] 

The subject of a 'participle, if free from oth 
er government, is put in the nominative abso 
lute. 

The nominative absolute and its modifiers make up a sub¬ 
ordinate adverbial ^wisi'-clause of time, cause, condition, or 
accompaniment. 

Similar adverbial clauses with a finite verb may follow 
when, while, before, after, till, since, provided, etc. 

Teacher’s Questions. —On u She, running , he ran." Parse she as 
usual to its case. Q.—Why nominative absolute? Ans. It is the 
subject of running, and free from other government. Q.—Rule ? 
What kind of a clause is she running? Ans. —A subordinate ad¬ 
verbial of time. Q_Modifying what? Ans. — Han. Henceforth 

in parsing always tell whether subordinate clauses are substantive, 
adjective, or adverbial, and how they are parsed as such. 

1. Analyze She running, he ran. When she ran, he ran. 



3. Analyze One yawning, all yawned. 

4. Analyze Cwsar having arrived, the army fought. 

5. Parse When one yawns, all yawn. 

6. Analyze When Cwsar had arrived, the battle began. 

7. Analyze While she smiles, he smiles. 

8. Parse After peace comes, plenty follows. 

9. Analyze Peace having come, ]>lenty will come. 

10. Parse His life being honorable, he will have honor. 

11. Analyze Do you wish to have friends? Show yourselj 
friendly. 

12. Analyze Alexander having murdered his friend, dishonors 
his name. 

13. Parse There is hope while there is life. 

14. Analyze Before plenty will come, peace must come. 

15. Analyze Having written the letter, I mailed it. 

16. Parse I shall drown. Nobody will help me. 













VOICE.—THE AUXILIARY BE. 


71 


LESSON FIFTY-FIFTH. 

[Fowler’s Common School Grammar, §§ 75, 76.] 


The active voice represents its subject as 
ACTING. 

The passive voice represents its subject as 

ACTED UPON. 

The sign of the passive is the verb be, with the past par¬ 
ticiple of a transitive verb. 

The same forms of be with the present participle make 
the progressive forms of the active voice. 

With the past participle of an intransitive verb, am, art, is, 
are the sign of the perfect active ; and was, wast, were, are 
the sign of the past perfect active. 

The regular verb love. 

PASSIVE VOICE. 

INDICATIVE present. 


PLURAL. 

We are loved. 

Ye or you are loved. 
They are loved. 


SINGULAR. 

t. I am loved. 

2. Thou art loved. 
5. He is loved. 


INDICATIVE PAST. 


We were loved. 

Ye or you were loved. 
They were loved. 


1. I was loved. 

2. Thou least loved. 

3. He was loved. 


Teacher’s Questions. —Hereafter the voice of all transitive verbs 
should be given next after calling them transitive, e. g. is loved is a 
verh, etc., transitive, etc., in the passive voice, because it repre¬ 
sents its subject as acted upon ; regular, because, etc., as in lesson 
XLVII. Whenever the progressive form occurs, e. g. is IfkJivy it 
should be asked about. 

1. Parse The good are loved. Write pass, for passive 
Gf/lt:, c/e^. ait. 



2. Parse The cruel are condemned. 

3. Analyze Darius was defeated. 

4. Analyze Bucephalus was tamed by Alexander. 
r >. Parse The letter was written yesterday. 

0. Analyze The earth was created by the word of GoQ. 


72 


VOICE.—THE AUXILIARY BE. 


7. Analyze Washington is remembered with gratitude. 

8. Analyze Our wrong deeds are remembered with regret. 

9. Parse The sun is rising. 

10. Parse We are going to New York. 

11. Analyze We were caught in a shower. 

12. Parse We are hoping to visit Washington. 

13. Analyze A sad heart is soon tired. 

14. Analyze Thousands were killed by Ciesar. 

15. Analyze He is gone to New 1 ork. 

16. Analyze He is just come. 

17. Parse They have just gone. 

18. Write a predicate in the progressive form for The sun 

19. Write a predicate in the progressive form for The wind 


20. Write a predicate in the progressive past for The storm 


21. Analyze The stars were shining brightly. 

22. Parse Those ajgiles were stolen. 

23. Analyze Thousands are made to mourn by man's inhu¬ 
manity. 

24. Parse Darius was defeated by Alexander. 

25. Analyze What is repre¬ 
sented in the picture ? 

26. Analyze Who are flying ^ 
thus between earth and 
heaven ? 

27. Parse They are women 
with icings. 

28. Analyze Are women 
born with wings? 

29. Write a sentence with 
a progressive present 
about the figures in the 
picture. 

20. Write one with a pas¬ 
sive singular and a car¬ 
dinal suggested by the picture. 

31. Write one with a progressive form and an ordinal about 
one of the figures in the picture. 

32. Write one with a passive plural about their wings. 

33. Analyze Angels are sent to visit us. 

34. Analyze The most secret act is known. 











VOICE.—THE AUXILIARY BE. 


73 


85. Analyze Wings are made for flight. 

86. Parse Rhymes are made for pleasure. 

37. Parse Time is flying. 

38. Write a progressive past about George Washington. 

39. Write a progressive past describing an event which too!* 
place A.D. 1492. 

40 . Parse I shall drown. Nobody will help me. 

41. Parse He will drown. I shall not help him. 

42. Analyze Have you heard her sing? 

43. Parse I was going to hear her sing. 

44. Parse She is gone to get those books. 

45. Analyze Let her go. 

46. Analyze I do hope to see you soon. 

47. Analyze The ships are 
wrecked. 

48. Write a progressive verb 
about the sun in the pic¬ 
ture. 

49. Parse Night is coming 
on. 

50. Parse The winds are 
hushed. 

51. Write a passive present 
describing the sea in 
the picture. 

52. Write an active indica¬ 
tive future about the sea 
in the picture. 

53. Analyze Night having come, n storm will rise. 

54. Analyze The wind is rising. Listen. 

55. Parse Awake, or you are lost. 

56. Analyze Come, friends, and help us. 

57. Parse Re just, and fear not. 

58. Analyze You and 7 are old friends. 

59. Analyze Bread and butter is good. 

60. Analyze Smith's and Jones's stores were burned. 

61. Analyze I must see the sight if I can. 

62. Analyze He is going to work. 

63. Parse Love your enemies. Trust your friends 

64. Analyze I was caught playing in study hours. 

65. Analyze The empire was declared to be peace by Napo 
leon. 

66. Parse The noble Brutus is ascended. 









74 


PASSIVE VOICE.—RELATIVES. 


67. Analyze The letter ivas ivritten before I came. 

68. Parse Those apples were given to me. 

69. Parse He is going to New York. 

70. Parse He is gone to Paris. 

71. Parse She is just come home. 

72. Analyze She was going to sink, but I caught tier 


LESSON FIFTY-SIXTH. 

[Fowler’s Common School Grammar, f§ 75, 112.] 

Relative pronouns agree with their ante 
CEDENTS in gender , number , and person. 

The relatives who , which , and that intro¬ 
duce a clause which describes some noun or 
pronoun, and is called a subordinate adjec¬ 
tive clause. 

The regular verb love. 

INDICATIVE FUTURE. 


SINGULAR. 

1. I sh all be loved. 

2. Thou wilt be loved. 

3. He will be loved. 


PLURAL. 

We shall be loved. 

Ye or you will be loved. 
They will be loved. 


In promises, will is used in the first person, and .shall in the second and 
third. 


INDICATIVE PERFECT. 

1 . T have been loved. We have been loved. 

2. Thou hast been loved. Ye or you have been loved. 

3 . He has been loved. They have been loved. 

INDICATIVE PAST PERFECT. 

1 . T had been loved. We had been loved. 

2. Thou hadst been loved. Ye or you had been loved. 

3 . He had been loved. They had been loved. 

INDICATIVE FUTURE PERFECT. 

1 . Tshall hare been loved. We shall have been loved. 

2. Thou unit have been loved. Ye or you will have been loved, 

3 . He null have been loved. They will have been loved. 

In promises, will have is used in the first person, and shall have in the 
second and third. 



PASSIVE VOICE.—RELATIVES. 


75 


Teacher's Questions. —On u lie who works, wins." Q.—Parse who. 
Ans.— Who is a relative pronoun; it has he for its antecedent', 
masculine, singular, 3d, because its antecedent is. Relative pro¬ 
nouns agree with their antecedents in gender, number, and person ; 
nominative case, because it is the subject of works. The subject of 

a finite verb is put in the nominative case. Q_What kind of a 

clause is who wins t Ans. Subordinate adjective. Q. —What noun 
or pronoun does it describe ? Ans. — lie. 

Q.—Rule ? Ans. —The relatives ivho , which , 
and that introduce a clause which describes 
some noun or pronoun, etc. 

1. Analyze He ivho works, ivins. He 
whom ice love , will love us. 






/WVtJpd, 










v 4- -- U 

L - 

w/icr?n^' 




2 . 


the end for 



Analyze What is 
which you toil? 

3. Parse He will he drowned. 

4. Parse He shall be droivned. 

5. Parse Help , or I shall he droivn¬ 
ed. 

6. Parse Run , and he will he saved. 

7. Parse At four o'clock he shall 
have been paid. 

8. Parse He found a man ivho had been wounded in the hand 

9. Analyze /, who speak , had a brother, [r. for relative .] 

10. Parse Nothing that is base is useful. 

11. Analyze You have been 
honored by all ivho honor 
virtue. 

12. Analyze A basket of 
summer fruit has been 
gathered. 

13. Parse It shall be eaten. 

14. Parse Those grapes are 
delicious. 

15. Analyze Choose those 
which you are most 
pleased with. 

1G. Analyze I went out at 
dawn to gather them. 

P 








































76 PASSIVE POTENTIAL.—APPOSITION. 


17. Parse I see the dew still lying on them. 

18. Analyze There are men who never see or hear, though their 
eyes and ears are open. 


LESSON FIFTY-SEVENTH. 

[Fowler’s Common School Grammar, §§ 99, 75.] 

An appositive agrees in case with its sub¬ 
ject. 

An appositive is a noun defining another noun which denotes the 
same person or thing. In analysis it is treated like an adjective. 
The noun so defined is its subject. AS* is sometimes a sign of appo¬ 
sition, and treated like a preposition in analysis. It oftener intro¬ 
duces a subordinate adverbial clause of manner. 

The regular verb love. 

POTENTIAL PRESENT. 

1. I may, can, or must be loved. 

2. Thou mayest, canst, or must be loved. 

3. He may, can, or must be loved. 

1. We may, can, or must be loved. 

2. Ye or you may, can, or must be loved. 

3. They may, can, or must be loved. 

POTENTIAL PAST. 

1. I might, could, would , or should be loved. 

2. Thou mightest, couldst, wouldst , or shouldst be loved. 

3. He might, could, would, or should be loved. 

1. We might, could, would, or shoidd be loved. 

2. Ye or you might, could, would, or should be loved. 

3. They might, could, woidd, or shoidd be loved. 

POTENTIAL PERFECT. 

1. I may, can, or must have been loved. 

2. Thou mayst, canst, or must have been loved. 

3. He may, can, or must have been loved. 

1. We may, can, or must have been loved. 

2. Ye or you may, can, or must have been loved. 

3. They may, can, or must have been loved. 

POTENTIAL PAST PERFECT. 

1. I might, could, would , or shoidd have been loved. 

2. Thou mightest, couldst, wouldst, or shouldst have been loved, 
S. He might, could, would , or should have been loved. 



PASSIVE POTENTIAL.—APPOSITION. 77 




vla/dLj 


/UsfCJl/ 





1. We might, could, would, or should have been loved. 

2. Ye or ?/cw might, could, would, or should have been loved. 

3. 77iey might, could, would, or should have been loved. 

Teacher’s Questions. —Ou u Cicero, the orator, must be admired " 
Orator is parsed as before to the case. Q._Why nominative case’ 

An s—It is in apposition with Cicero. Q_Rule? Ans — An ap. 

positive agrees in case with its subject. 

1. Analyze Cicero, the orator, spoke 
with Jiuency. 

2. Parse He who loves may be loved. 

3. Parse If he had loved he migh 
have been loved. 

4. Parse Galileo, the astronomer, 
became blind. Write app. for 
appositive. 

5. Analyze Galileo may be called the Columbus of the heavens. 

6. Analyze Galileo, as an astronomer, declared the world to 
move. 

7. Parse He might have 
been imprisoned for life. 

8. Analyze If he had not 
abjured his beliefs, he 
would have been kept in 
prison as a heretic. 

Analyze He could have 
been saved if proper ef¬ 
forts had been made. 

10. Parse Much property 
must have been lost. 

11. Parse The Emperor Na¬ 
poleon declares his em¬ 
pire to be peace. 

12. Analyze If thou hadst been here my brother would not 
have died. 

18. Parse Our friends should be trusted. 

14. Parse Our enemies should be loved. 

15. Analyze Rome still stands, the Niobeof nations. 

16. Parse Strike, as I would have struck those tyrants. 

17. Analyze Washington might have been made a king if he 
had wished it. 

18. Analyze He had begun to run as fast as he could. 

19. Analyze If he had helped others , he would have been 
helped by them. 


9. 























78 PASSIVE SUBJUNCTIVE.—IMPERATIVE. 


LESSON FIFTY-EIGHTH. 

[Fowler’s Common School Grammar, §§ 75, 133, 112.] 

The conjunction that, and the pronouns 
who, which, and what, often introduce a sub 

ordinate substantive clause. 

Such a clause may be the subject or object , or used adverb¬ 
ially to denote purpose , or as an appositive. 

The pronouns in this use are indefinite interrogatives either substantive 
or adjective; that which , or he who, him who , etc., may be put for them. 

The regular verb love. 

SUBJUNCTIVE PRESENT. 

SINGULAR. PLURAL. 

1. If I be loved. 1. If we be loved. 

2. If thou be loved. 2. If ye or you be loved. 

3. If he be loved. 3. If they be loved. 

SUBJUNCTIVE PAST. 

1. If I were loved. 1. If we were loved. 

2. If thou wert loved. 2. if ye or you were loved. 

3. If he ivere loved. 3. If they were loved. 

Besides these forms, all the forms of the indicative and potential modes 
are used after the conditional conjunctions, and are then called sub¬ 
junctives. 

IMPERATIVE MODE. 

Be thou loved. Be ye or you loved. 

The subject is often omitted 

INFINITIVES. 

Present, To be loved. Perfect, To have been loved. 

PARTICIPLES. 

Present, Being loved. Past, Loved. 

Compound perfect, Having been loved. 

Teacher's Questions. —Parse what, ns a substantive or adjective pro 
noun. Parse the clause carefully, giving its government as thougl 
it were a noun or adverb. 

1. Analyze I see what it is. I saw that he wept. 


J 


V 





s 

/ULUS' 



A 





















INFINITIVES. — PARTICIPLES. 


79 


2. Analyze What is right is expedient. 



3. Analyze Go that you may see. Tt is true that he died. 



St 

AA ' tuLb 



'that 

JlC 

died. 




(r 6 ) 




u 


T' 

micuy AtF . 


4. Analyze I know who he is. I saw who it was . 

5. Analyze If he were caught , I could tell who he is. 

6. Analyze Go slowly , that you may go surely. 

7. Analyze I know that he has been seen. 

8. Parse All ivish to be loved. Few are loved. 

9. Analyze All hope that they may be loved. 

10. Parse What is right is expedient. 

11. Analyze This is to be taken , having been well shaken. 

12. Analyze If he had not been so dearly loved , he could not 
have been so deeply hated. 

13. Parse I knew that he was going. I saw him start. 

14. Parse He claims to have 
been taught in Paris. 

15. Analyze Casca will tell 
us what the matter is. 

16. Analyze He who is out 
of debt is out of danger. 

17. Write about the picture 
a sentence containing a 
masculine noun. 

18. Write one containing a 
superlative — a demon¬ 
strative. 

19. Write one containing a 
personal pronoun — a 
possessive. 

20. Write one with a copulative verb—a transitive verb 

21. Write one with a potential present—past. 






























80 INTERJECTIONS.—INDEPENDENT ADVERBS. 


LESSON FIFTY-NINTH. 

[Fowler’s Common School Grammar, §§ 90, 130, 134.1 

An interjection is a word which may 
stand for a clause, representing some emo 
noN. 

Such are 0, ah , Jo, ha, pshaw , alas, woe , etc. 

Some independent adverbs stand for 

CLAUSES. 

Such are yes , yea , no, nay , and sometimes indeed , verily, really , wJJ, 
w>/n/, etc. 

An interjection or independent adverb 
has the syntax of a clause. 

It may stand for the predicative combination of a sentence, a leading 
clause, or a subordinate substantive clause, and may be followed by 
an objective with or without a preposition. 

Teacher’s Questions. —I. On “ He murmured. Oh !" Q_What is 

oh? Ans. —An interjection. Q—Why? Ans. —It stands for a 
clause representing some emotion. Q.—What emotion? Ans. — 
Suffering. Q.—Can you give a clause meaning the same thing? 
Ans. — I suffer. Q.—W’hat is its syntax? Ans. —It is an exclama¬ 
tory subordinate substantive quasi-clause, the direct object of mur¬ 
mured. Q.—The rule? Ans _An interjection or independent ad¬ 

verb has the syntax of a clause. The direct object of a verb is put 
in the objective case. 

II. On “ Will you go? Yes,l think so." Q.—What is yes ? Ans.— 
An independent adverb. Q.—What clause does it stand for? An8. 
— I will go. Q.—What is its syntax? Ans —It is a declarative 
quasi-clause, co-ordinate with the clause in which think is the verb. 

1. Analyze O, let me go. Cry Oh ! 


o, 

J 



v 


C f™) 

Y- 


T 

sT/LC 


<cb 

—i— 


2. Analyze He groaned , Alas! 

3. Analyze He chuckled , Ha. 

4. Analyze Will you sing? Yes. 

5. Parse The poet sighed , Ah me! 

6. Analyze The seer cried , Woe unto you ! 

7. Analyze Napoleon used to shrug his shoulders , and cry 
Chut! chut! 






















MISCELLANEOUS EXERCISES. 


81 


LESSON SIXTIETH. 


MISCELLANEOUS EXERCISES. 

1. Write five nouns, names of things in the school-room. 

2. Write five nouns, names of things which you saw as you 
were coming to school; and write a cardinal number 
with each. 

3. Analyze I saw twenty robins. 

4. Parse I saw a hundred blackbirds. 

5. Analyze I see the Jiowers appear. 

6. Write the feminine of king, lion, master, priest. 

7. Write the masculine of girl, mother, lady. 

8. Parse A lady is never noisy. 

9. Analyze Let boys be boyish. 

10. Analyze I teach him Greek. Make us men. 


f /teacJi/ 


jHaies (you;) 


-Y 


fumi/ f/ieef. 


Y—Y- 

ud /men . 



14. 


11. Analyze Let me go. 

12. Analyze Let me shape a figure of marble. 

13. Analyze Let me work 
out feature after feat¬ 
ure of a god. 

Write and analyze five 
sentences, each having 
the verb let and the 
plural of one of these 
words : sculptor, man, 
brother, ox, child. 

Parse Who is there ? It 
is I. 

Parse It is she. It is he. 

Write as many nouns 
as you can which have 
no singular. 

Write as many nouns as you can of the common gender. 
Write as many nouns as you can whose plural ends in 


15. 

16. 
17. 


18 . 

19. 


-en. 

20. Analyze All that glitters is not gold. 

21. Analyze His fingers are all thumbs. 
























82 


MISCELLANEOUS EXERCISES. 


22. Write as many plural nouns as you can whose first vowe 
is different from that of the singular, 

28. Analyze The poet is horn, not made. 

24. Analyze I was asked, What is best f 


J' 


V 





25. Analyze I was asked a hard question. 

26. Analyze Thales u'as asked, What is the hardest thing ? 

27. Analyze Tt is hard to die. To know thyself is hard. 


4 

3E 

ter . 


28. Analyze Thales said, To know one's self is hard. 

29. Analyze What is the hardest , and what the easiest thing f 

80. Analyze It is the hardest thing to despair, the easiest tt 

hope. 

31. Analyze When a gentleman is asked a question, he answers 
courteously. 

B2. Analyze and parse When Thales was asked what is the 
hardest thing in the world and what the easiest, he an¬ 
swered, The hardest is 
to know ones self and 
the easiest to find fault 
with the arts of others. 

33. Parse The Arabs dwell 
in tents. 

34. Parse We will build no 
houses. 

35. Parse Ye shall dwell in 
tents. 

36. Write a sentence about 
the tent in the picture. 

c7. Write a sentence with 
a copulative verb about 
the tree in the picture. 





































MISCELLANEOUS EXERCISES. 


83 


38. Write one with a progressive form about the horses. 

39. Analyze Right means straight. 



10. Analyze Wrong means twisted. 

41. Analyze Transgression means going beyond. 

42. Analyze Fortnight means fourteen nights. 

43. Analyze The upright man stands straight up. 

44. Parse Supercilious means raising the eyebrows. 

45. Parse Gipsy means Egyptian. 

46. Analyze Virtue means manliness. 

47. Analyze Vinegar is the son of wine. 

48. Analyze The scholar's mother tongue is his true foster 
mother. 

49. Analyze The last feather broke the cameFs back. 

50. Analyze This man is worth millions. 


/maws 










//rurf&ond. 


Price, value, measure, and time are often in the objective without 
a preposition.—Fowler’s Common School Grammar, '§ OS, 132. 


51. Analyze This book is 
worth a dollar. 

52. Parse This book cost a 
dollar. 

53. Analyze To reign is 
worth ambition. 

54. Analyze This room is 
twenty feet long. 

55. Analyze The house should 
be forty feet high. 

56. Analyze Imbecile means 
leaning on a staff. 

57. Parse The good honor 
the aged. 




































84 


MISCELLANEOUS EXERCISES. 


58. Analyze Those hoys are worth nothing. 

59. Parse He died six years ago. 

60. Analyze The Declaration of Independence was made thi 

fourth day of July, 17 < 6 . . r . . 

61. Analyze America was discovered the eleventh day oj Uclo 

her, 1492. 

62. Analyze I might have gone to town this morning. 

63. Analyze The train ran forty miles an hour. 

64. Write a sentence with green used attributively. 

65. Write one with green used predicatively. 

66. Write one with the comparative of bad. 

67. Write one with the comparative of good. 

68. Analyze A merry heart goes all the day. 

69. Analyze The general said, Up, boys ! 


^e^ela^ 

Mzxdj 

o —- 

'—-T^_ 


m: 



T_ 


70. Analyze His father said, Right, my son. 

71. Analyze His father heard him cry. 

72. Analyze and parse Diogenes saw a youth blush, and said 
to him, Right, my son; that is virtue's proper hue. 

73. Analyze A bird in the hand is worth two in the bush. 

74. Analyze To laugh is better than cry , any day. 

75. Analyze To study without pen in hand is to dream. 

76. Analyze Make hay while the sun shines. 

77. Analyze Look at nature without the spectacles of books. 

78. Analyze Good eyes are better than glasses. 



sake/ /$e£ieA/ 

~T~ 



(a/irs). 


79. Analyze li Knoiv thyself ” was inscribed on the temple a <. 
Delphi. 

80. Analyze Love thyself last. 

81. Analyze If thou seest aught amiss in another, mend it in 
thyself. 




























MISCELLANEOUS EXERCISES. 85 


82. Write a sentence with an intransitive verb about the ship 
in the picture. 

83. Write a sentence with 
three adjectives de¬ 
scribing the sea. 

84. Write an address to the 
ship. 

85. Write a sentence with 
two ordinal numbers 
suggested by the pic¬ 
ture. 

86. Analyze Speak truth. 

87. Parse Flatter no man. 

88. Parse Make no compar¬ 
isons. 

89. Analyze Look before you 
leap. 

90. Analyze Give not ear to tale-hearers. 

91. Analyze There was a castle called Doubting Castle. 




92. Analyze The owner of Doubting Castle was called Giant 
Despair. 

93. Analyze Those shoes are worth a dollar. 

94. Analyze Think no place without a witness. 

95. Analyze Dread and butter is good. 

96. Analyze Scorn no man’s love. Love is a present for a 
mighty king. 

97. Analyze Nelson said, “ Kiss me , Hardy,” and he died. 

98. Analyze Fear not that which can not be avoided. 

99. Analyze Grieve not for that which can not be recalled . 

100. Analyze Meddle not with other mens matters. 

101. Analyze He, getting up early, took a walk. 

102. Analyze By great deeds show that thou canst hvrte do, 
and do them not. 

103. Analyze 

Let thy mind's siveetness have his operation 
Upon thy body, clothes, and habitation. 












86 


MISCELLANEOUS EXERCISES. 


104. Analyze There was a castle the owner whereof was a 
giant. 






*x/ 


105. Analyze Good thoughts are hut good dreams unless they 

are acted. 

106. Parse A rolling stone gathers no moss. 

107. Analyze Run like a deer. 

108. Analyze Do all things like a man, 
not sneakingly. Think the king sees thee 
still , for his king does. 

109. Parse “ Who is there t" “ William, Sir.” 

110. Analyze “ What are you doing?” “ Noth- 
ing.” 

111. Analyze The sun shineth night and day. 

112. Analyze Jt was here that we slept. 

113. Parse The pilgrims were gone over the En¬ 
chanted Ground. 

114. Analyze We saw the city which we were 
going to. 

115. Analyze Here arefields 
as green as any. 

116. Write a sentence about 
the herd in the picture. 

117. Write a sentence about 
the trees in the picture. 

118. Write a sentence about 
the water in the picture. 

119. Analyze Th e waters 
glide like happiness 
away. 

120. Analyze Here they saw 
the flowers appear. 

121. Analyze 

A ffect in all about thee cleanliness , 

That all may gladly board thee , as a flower. 

122. Analyze Man is God’s image; but a poor man is Christ's 
stamp to boot. 



































Miscellaneous questions. 87 


123. Analyze To die for one's country is sweet. 

124. Parse He will be drowned if no one helps him. 

125. Analyze Then with a surly voice he asked them whence 
they were, and what they did in his grounds. 

126. Analyze Let us go to help him. 

f 27. Analyze Read not that you may find talk. 

128. Parse Two times one are two. Two is two times one. 

129. Analyze Napoleon having come up, the battle began. 

130. Parse Hope having been lost, all is lost. 

131. Analyze Washington was equally great as a general and 
as a statesman. 

132. Analyze I saw what was wanted; but, ah ! too late. 

133. Parse Art is long and life is short. 

134. Analyze We live in thoughts, not years. 

135. Analyze A book is what we make it to ourselves. 

136. Parse Every change must have a cause. 

137. Parse and analyze Now there was not far from the place 
where they lay a castle called Doubting Castle, the owner 
iv hereof teas Giant Despair, and it was in his grounds they 
now were sleeping; wherefore he, getting up in the morn¬ 
ing early, and walking up and down in his felds, caught 
Christian and Hopeful asleep in his grounds. Then with 
a grim and surly voice he bade them awake, and asked 
them whence they were, and udiat they did in his grounds. 
They told him they were pilgrinis, and ;hat they had lost 
their way. Then said the giant, You have this night tres¬ 
passed on me by trampling and lying on my ground, and 
therefore you must go along with me. 

(38. Parse and analyze Now 1 saw in my dream that by this 
time the pilgrims were got over the Enchanted Ground; 
and entering into the country of Beulah, whose air was 
very sweet and pleasant, the way lying directly through it, 
they solaced them there for a season. Yea, here they heard 
continually the singing of birds, and saw every day the 
flowers appear in the earth, and heard the voice of the 
turtle in the land. In this country the sun shinetli night 
and day; wherefore it was beyond the Valley of the Shad¬ 
ow of Death, and also out of the reach of Giant Despair ; 
neither could they from this place so much as see Doubting 
Castle. Here they were in sight of the city they were go- 
in<] to ; also here met them some of the inhabitants thereof 
for in this land the Shining Ones commonly walked, be¬ 
cause it was upon the borders of Heaven. 


88 


MISCELLANEOUS EXERCISES. 


139. Analyze Courtesy costs nothing. 

140. Analyze Some have entertained angels unawares. 

141. Analyze Angels' visits are few and far between. 

142. Parse Coming events cast their shadows before. 

143. Analyze and parse Sir Isaac Newton drew close to the 
grate in which a fire had just been kindled. By-and-by 
it grew very hot. He rang the bell. The servant came. 
“Take away the grate," said the philoso]>her, “ before I 
am burned to death." “ Had you not better draw back 
your chair, sir," said John, waggishly. “ Upon my word," 
said Sir Isaac, laughing, “ I had not thought of that." 

144. Analyze It is vain to try to keep a secret from one whe 
has a right to know it. 

145. Analyze Fool not; for all may have, 

If they dare try, a glorious life or grave. 

14G. Analyze Nelson said, Before this time to-morrow 1 shod 
have gained a peerage or Westminster Abbey. 

147. Analyze and parse 

Lives of great men all remind us 
We can make our lives sublime, 

And, departing, leave behind us 
Footprints on the sands of time ; 

Footprints, that perhaps another, 

Sailing o'er life's solemn main, 

A forlorn and shipwrecked brother 
Seeing, shall take heart again. 

Let us, then, be up and doing, 

, With a heart for any fate ; 

Still achieving, still pursuing, 

Learn to labor and to wait. 

148 Analyze and parse 

My life is like the prints which feet 
Have left on Tampa's desert strand; 

Soon as the rising tide shall beat, 

All trace will vanish from the Sana, 

Yet, as if grieving to efface 
All vestige of the human race, 

On that lone shore loud moans the sea 
But none, alas ! shall mourn for me. 


THE END. 


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